Italian Lexical Interference in the Romanian-Speaking Environment

This study focuses on the semantic borrowings, their structure and classification. Borrowings constitute a special layer of vocabulary in terms of both nomination and motivation. It is known that interference is a change in the language system under the influence of another language. The author notes that the phenomenon of interference includes not only the processes of word borrowing (known as lexical borrowing), but also linguistic calque. Borrowings occur because of a more or less direct contact between languages. Special attention is paid to lexical and semantic borrowings, their structure and classification. It is noted that the borrowed words themselves most often fill the lexical gaps that exist in the Romanian language and are associated with the emergence of new realities. The author analyzes various ways of assimilation of borrowed units. For centuries, the Romanian language has demonstrated a certain “flexibility” in the morphophonological assimilation of borrowings. On the basis of factual material, it was established that in the case of the Romanian language in the Italian-speaking environment, there is a complete or partial encapsulation of the morphological structure of the word, while its phonetics undergoes a process of adaptation. The borrowed words that do not assimilate are motivated by the novelty of the referent.

Interferensi Leksikal Pada Vlog Kenta Manis Channel berjudul “Kenta Pamit, Semua Nangis Denger Surat dari Kenta”

Lexical interference is the case most often encountered in the speech community. This occurs when speakers (regardless of foreign or native speakers) experience vocabulary limitations or do not know the exact vocabulary equivalent in a particular language. The purpose of this study was to identify the forms of lexical interference contained in the kenta manis channel vlog entitled "Kenta Pamit, All Nangis Denger Surat from Kenta". The research method used is descriptive qualitative data collection methods observation method and the method of analysis used is the orthographic equivalent method. The data source used in this study came from the YouTube vlog of Kenta Manis channel. The total amount of lexical interference data in the study was 8 pieces of data. From the analysis that has been done, it can be concluded that lexical interference by kenta in his vlog is divided into two classifications, namely there are 7 lexical interference in English and 1 lexical interference in Chinese.

Mother-Tongue Interference in Learning English in English Meeting Club

Interference is a phenomenon that occurs in a society when learning a new language and bilingualism is one of the causes why interference is. Interference occurs mostly because the speakers who have more than one language used to interact with one another. This study aimed to describe the kind of interference errors made by learners of English in English Meeting of disorders caused by the mother tongue. This study used qualitative method which its subject was taken from participants of English Meeting. The collecting of data used audio recording which was converted into transcription. The results showed that interference errors committed by English language learners' is generally influenced to phonetic refers to speech sounds, lexical interference to the level of words and grammar disorder refers to the rules of grammar in language. This is due to the fact that the speaker Indonesia experienced a huge obstacle when trying to use English as the target language as first language learners have mastered. The source of the difficulties is based on the level difference between the Indonesian system and the English systemKeywords – Interference, Bilingualism, Interference errors

Lexical interference in non-native resolution of possessives?

Research on non-native pronoun resolution has predominantly been concerned with (i) ‘ordinary’ 3rd person pronouns/anaphors like En. "he", "she", "they" or "himself", "herself", "themselves", (ii) language pairs involving English as the native (L1) or the foreign (L2) language, and (iii) the role that binding constraints and syntactic structure in general play in L2 versus L1 processing. The present paper – a follow-up study to Pitz et al. (2017) – deviates from this trend in all three respects: We investigate how L1-Norwegian learners of L2-German interpret the two German possessive pronouns/determiners "sein" (≈ his) and "ihr" (≈ her or their), arguing that lexical divergence between the possessive systems, and in particular the formal similarity between binding-neutral L2-German "sein" and the L1-Norwegian reflexive possessive "sin", may enhance or interfere with L2 comprehension, depending on the structural conditions. In Section 2 we briefly present the two possessive systems. Section 3 summarizes relevant research on pronoun resolution, with a special view to possessives. Sections 4–6 present a pilot study on L1-Norwegian learners’ grammaticality judgments of "sein" and "ihr" in simple sentences (Sect. 5) and a forced-choice resolution experiment involving a group of L1-Norwegian learners with a background two or three years’ teaching of L2-German at high-school level and a control group of native speakers of German (Sect. 6). The final Section 7 provides a summary and concluding discussion of our findings.

The First Language Interference toward Students’ English Speaking as Foreign Language

This research aims at analyzing the first language interference toward students’ English speaking as foreign language made by sixth semester students in course design subject, such as phonological interference (pronunciation), grammatical (morphological and lexical), and lexical interference (vocabulary), and the factors that caused interference of the first language. This research is descriptive qualitative. The findings of the research explained that students made three types of interference categorized as phonological interference such as pronounce the word incorrectly (vowel, diphthong, consonan, and allophonic variation), grammatical interference such as in morphological (singular-plural agreement) and syntactical (subject-verb agreement, phrase, comparative adjective, possessive adjective, and parallel structure), and lexical interference such as in vocabulary (combining between Indonesian and the English language). The data showed that students often make error in phonological aspect. The factors that caused first language interference are lack of knowledge, Indonesian transfer, and lack of vocabularies of foreign language that mastered by students or respondents.

impact of interference on the functioning of French in Ivory Coast

The purpose of the article is to identify the different types of interference in French in Ivory Coast, a West African country. The research paper focuses on a deep analysis of the linguistic processes that manifest themselves in the study under the influence of Ivorian indigenous languages and a complex set of factors. The article deals with the analysis of linguistic interference peculiarities at different levels of French from the indigenous languages of Ivory Coast. The authors pay special attention to the effects of phonetic, lexical and grammatical interference which occur to varying degrees on mesolect and basilect French variants and violate the speech norms of French in France. The practical work part is based on the analysis of the examples of phonetic, lexical and grammatical interference, presenting the specific features of Ivorian French. According to the research, lexical interference is often evident in changes of the meaning of the original lexeme and the words borrowing from Ivorian languages, reflecting cultural realities. On this basis, phonetic and grammatical interference is most pronounced in the language of basilect-dominant speakers.

SECOND FOREIGN LANGUAGE ACQUISITION: THE INFLUENCE OF STUDENTS’ FIRST FOREIGN LANGUAGE ON LEXICAL SKILLS DEVELOPMENT IN ENGLISH FOR SPECIAL PURPOSES

"Globalization and intercultural communication are stepping up the demands for modern specialists’ linguistic competencies. To provide successful professional communication, competitiveness and mobility, the graduates of higher education are to master two or more foreign languages. In this regard, it seems important to study the features of multilingual education, identify the difficulties that arise in multilingual teaching and outline the ways to overcome them. Although, there is a number of studies devoted to the impact of the native language on foreign language acquisition, the issue of learners’ first and second foreign language interaction seems to be inadequately treated and there is a lack of research on factors that increase learners’ second foreign language proficiency in three-language contact (i.e., their native, first and second foreign language). In particular, little attention is paid to cross-linguistic skills transfer or to lexical interference patterns that arise among students mastering their second foreign language. This paper is devoted to lexical interference that occurs when English for Special Purposes (ESP) is taught as the second foreign language to university students studying French or Spanish as their first foreign language. The purpose of the work is to identify which language(-s) are the source of interference through analyzing students’ errors. The hypotheses of the study are as follows: in case of receptive activity (reading) the language which is closely related to the target language will serve as the source of positive transfer. In productive activity (writing and speaking) lexical interference will arise and play a significant role. The source of interference will be learners’ first foreign language. To test the hypotheses, a pilot study was conducted, during which typical lexical errors of Russian-speaking students studying ESP as their second foreign language and French or Spanish as their first foreign language were identified. The control group were students with native Russian language and English as their first foreign language. The research methodology included questionnaires, testing and interviews. The research participants were RUDN University students. The results of the study confirm the presence of positive transfer and lexical interference in ESP terminology acquisition, the source of which is learners’ first foreign language. Learners’ typical mistakes are associated with the use of articles, prepositions, adjective order, fully and partially assimilated cognates, depend on their language experience and are due to their first foreign language interference"

ԲԱՌԱՊԱՇԱՐԱՅԻՆ ԻՆՏԵՐՖԵՐԵՆՑԻԱՆ ԵՎ ԴՐԱ ՏԵՍԱԿՆԵՐԸ ԱՆԳԼԵՐԵՆԻ ԴԱՍԱՎԱՆԴՄԱՆ ՄԵԹՈԴԻԿԱՅՈՒՄ / LEXICAL INTERFERENCE AND ITS CLASSIFICATIONS IN ENGLISH TEACHING METHODOLOGY

The purpose of the article is the study of lexical interference and its classifications. The definitions of the term proposed by Armenian, Russian and Western scholars are presented. The author is concordant with the researchers (S. Asatryan, S. Tsenger et al.) who define lexical interference as a negative transfer of the native language in the target language. The types of lexical interference are discussed according to the characteristic features of language units, parts of speech they belong to, as well as the nature and the direction of their origin. Each type is followed by relevant examples. The author presents her own systematized version of classifying lexical interference, emphasizing its advantages and appropriateness of use. It is mentioned that the particular classification contributes to the development of the methods used to correct lexical interference errors made in any language.