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Djedelbert Lao, Yandres Answo. "FIRST LANGUAGE INTERFERENCES INTO ENGLISH WRITING SKILL OF THE XIITH GRADE STUDENTS OF SMA NEGERI 1 KUPANG IN ACADEMIC YEAR 2017/2018." International Journal of Research -GRANTHAALAYAH 5, no. 12 (June 29, 2020): 33–44. http://dx.doi.org/10.29121/granthaalayah.v5.i12.2017.471.
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This project entitled “FIRST LANGUAGE INTERFERENCES INTO ENGLISH WRITING SKILL OF THE XIIth GRADE STUDENTS OF SMA NEGERI 1 KUPANG IN ACADEMIC YEAR 2017/2018.” This research is aimed at; 1) figuring aspects of first language (L1) interferences; and 2) the affecting factors of L1 interference into English writing skill. By applying descriptive qualitative approaches, there were some strategies using in both compiling and analyzing data. In collecting data, triangulation was applied such as interviewing teacher and students, classroom observation, and students’ writing assessment. The data were obtained by interviewing students and teacher and assessing writing skill of students of SMA N 1 Kupang in academic year 2017/2018 in the third grade of language program. Typology was applied in analyzing data using contrastive analysis. The result of this investigation proved that there are four levels of L1 interference found in students’ English writings. They are phonology, morphology, syntax, and semantics. There are also four affecting factors that cause the occurrence of L1 interferences. They are mental process happening in students’ brain, students’ L1, Teaching and Learning Process (TLP) model in classroom, and under-frequency of English use. Mental process in Students’ brain and students’ L1 are novelty dimensions of this research.
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Šimáčková, Šárka, and Václav Podlipský. "Patterns of Short-Term Phonetic Interference in Bilingual Speech." Languages 3, no. 3 (August 24, 2018): 34. http://dx.doi.org/10.3390/languages3030034.
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Previous research indicates that alternating between a bilingual’s languages during speech production can lead to short-term increases in cross-language phonetic interaction. However, discrepancies exist between the reported L1–L2 effects in terms of direction and magnitude, and sometimes the effects are not found at all. The present study focused on L1 interference in L2, examining Voice Onset Time (VOT) of English voiceless stops produced by L1-dominant Czech-English bilinguals—interpreter trainees highly proficient in L2-English. We tested two hypotheses: (1) switching between languages induces an immediate increase in L1 interference during code-switching; and (2) due to global language co-activation, an increase in L1-to-L2 interference occurs when bilinguals interpret (translate) a message from L1 into L2 even if they do not produce L1 speech. Fourteen bilinguals uttered L2-English sentences under three conditions: L2-only, code-switching into L2, and interpreting into L2. Against expectation, the results showed that English VOT in the bilingual tasks tended to be longer and less Czech-like compared to the English-only task. This contradicts an earlier finding of L2 VOT converging temporarily towards L1 VOT values for comparable bilingual tasks performed by speakers from the same bilingual population. Participant-level inspection of our data suggests that besides language-background differences, individual language-switching strategies contribute to discrepancies between studies.
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Masood, Muhammad Hamzah, Shahzeb Shafi, Muhammad Yousaf Rahim, and Maqsood Ali Darwesh. "Interference of L1 (Urdu) in L2 (English) in Pakistan: Teaching English as a Second Language." International Journal of Applied Linguistics and English Literature 9, no. 5 (September 30, 2020): 110. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.5p.110.
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Under the shadow of the inescapable fact that learning L2 (Second or Foreign Language) especially English in this global village is mandatory for academia in developing countries, thereupon, Pakistan faces akin conditions where learners are exposed to Urdu as National Language and English as Academic and Official Language besides L1 (First Language, Mother Tongue, Primary Language or Native Language). Within this confused sequential multilingualism, few achieve native-like accuracy or fluency or both, while others fall a prey to influence of L1 in L2. The current study extends to explore the different types of interferences Pakistani Urdu (L1) speakers face while learning English as Second Language (ESL) (L2). A random sample of thirty students of first semester BS (Hons.) program students with Urdu as L1 from eleven Pakistani universities were interviewed online and were examined utilizing qualitative approach for the investigation of syntactic interferences which were theoretically evaluated employing the Contrastive Analysis technique proposed by Ellis (1985). Findings unfolded four types of syntactic errors owing to interferences of L1 (Urdu) in the usage of L2 (English): Articles, prepositions, subject-verb agreement and direct implications of Urdu (L1) words which were posing hurdles for Urdu as L1 speakers of Pakistan in learning ESL as L2.
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Daewon Park, Lee ShinSook, and Mi-Hui Cho. "Interference of L1 Phonological Processes in English Learning." English Language and Linguistics 16, no. 3 (December 2010): 187–215. http://dx.doi.org/10.17960/ell.2010.16.3.009.
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Henderson, Lalitha. "Interference in Second Language Learning." ITL - International Journal of Applied Linguistics 81-82 (January 1, 1988): 73–111. http://dx.doi.org/10.1075/itl.81-82.04hen.
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Abstract This study deals with the acquisition of English and Tamil as a second language and to explain the errors found in the speech of L2 learners caused by the interference from the first language within the frame of reference of the phonological system of the target language (L2) as perceived and produced by the native speaker of the first language (L1). The overall systems are compared so as to highlight the most genera] similarities and differences. The comparison also focuses on the similarities and contrasts between the phonetic manifestations of each phonological unit of L1 and its counterpart in L2. The data from the actual speech of English and Tamil by the L2 speakers are used to bring out the contrast between the two languages and the L1 interference on L2.
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Aladdin Assaiqeli, Mahendran Maniam, Samikkanu Jabamoney Samuel, Suwarsih Madya. "THE INFLUENCE OF L1 (TAMIL LANGUAGE) IN THE WRITING OF L2 (ENGLISH)." Psychology and Education Journal 58, no. 2 (February 1, 2021): 1875–84. http://dx.doi.org/10.17762/pae.v58i2.2344.
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This study focuses on the interference of L1 grammatical rules in the writing of L2 with specific reference to the interference of Tamil (L1) in English (L2). Though many research have been done in mother tongue interference, very few research have been conducted in terms of Tamil versus English. This study seeks to find out the components of the L1 (Tamil language) grammar that the students of Tamil schools use interchangeably in their daily writing of L2, namely English. This study will follow a mixture of qualitative and quantitative survey research design, the purpose of which is to find out the influence of mother tongue linguistic items in the writing of English (L2), among the standard 4 students of a selected school. The findings of the study clearly indicated that mother tongue and the national language interfered (negative transfer) in the writing of L2 among Tamil school students. Apart from the interference of L1, the research also found that there is a heavy influence of the national language (Malay) in the writing of students' L2.
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Samingan, Ahmad. "A SYNTACTICAL INTERFERENCE FOUND IN EFL STUDENTS’ ENGLISH COMPOSITION." Pedagogy : Journal of English Language Teaching 5, no. 2 (December 12, 2017): 102. http://dx.doi.org/10.32332/pedagogy.v5i2.936.
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The purpose of this study is to analyze syntactical interference found in EFL Students’ English composition of IAIN Salatiga. The objectives are to find out type of interference, frequency of each type, the most dominant type, and the factors contribute to language interference in EFL students’ composition. This is a descriptive-qualitative research. The data were taken through elicitation technique, and then analyzed by using theory of language interference. The findings of this study showed that EFL students made five categories of interference error that belong to syntactical interference: the use of L1 structure in target language, the use of L1 structure in English noun phrase, literal translation in negation of verbal sentence, literal translation in negation of nominal sentence, and literal translation in nominal sentence of affirmative form.
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Utami, Dian Hera, Muhammad Basri Wello, and Haryanto Atmowardoyo. "The Phonological Interference of Students’ First Language in Pronouncing English Sounds (A Case Study on Buginese and Makassarese Students)." ELT Worldwide: Journal of English Language Teaching 4, no. 2 (November 18, 2017): 205. http://dx.doi.org/10.26858/eltww.v4i2.4414.
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The study indicates the phonological interferences occurred by the Buginese and Makasserese students in pronouncing English sounds and the factors affect pronunciation interference of Buginese and Makasserese students in pronouncing English sounds. The respondents were eight university students majoring English Department. They are four Buginese students which their L1 is Buginese and four Makassarese students which their L1 is Makassarese. This research was conducted through a case study design. The instruments were oral test by reading three different texts to get the data with audio recording and interview about students’ problems in pronouncing English sounds. The result of data analysis showed that there is 46 kinds manner of articulation that the students made when they produced English sounds; 32 vowels and 14 consonants. The data also showed that the main factor that influences the students while pronouncing English words is interlanguage transfer. The implication of this research can be expected upon teaching and learning process. The students should put more awareness toward the L1 interference in pronouncing English vowels and consonant and drill more the correct pronunciation. The study also suggests that the teachers should give an extra attention to this problem. The teacher expected can help the students to reduce the mispronounced. The study also has some contributions to the language field where teachers/lecturers need to take a special attention of this phenomenon.
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Pathanasin, Saranya. "Coherence in Thai Students’ Essays: An Analysis using Centering Theory." MANUSYA 21, no. 2 (2018): 112–30. http://dx.doi.org/10.1163/26659077-02102006.
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The contributions of centering theory (CT) have been widely accepted in linguistics, but there has not yet been much published research applying the theory to first language (L1) interference. This study applies CT to investigate L1 interference in discourse coherence in essays written in English by Thai university students. A corpus compiled from 50 essays is analyzed quantitatively and qualitatively. Statistical results suggest that CT is more reliable than human raters in measuring coherence, since the data shows no influence of subjective measurement. Further analysis by CT shows that word repetition is the most common form of Cb (focus of attention) in the continuation states (56.6%), and pronouns are the second most frequent form (39.6%). These findings conflict with the predictions of CT, which assert that pronouns are usually preferred over noun phrases. Results of qualitative analysis pointed out that this discrepancy is caused by L1 interference in writing, since word repetition is commonly used in Thai discourse. The Thai students’ English-language writing abilities were at pre-intermediate levels of competence. However, this aspect is not considered negative L1 interference since the use of repetition in the students’ compositions helped the raters follow the ideas in the writing. The results also show that the students were not aware of issues of cohesion and were not confident in using pronouns. The L1 interference in discourse coherence, specifically word repetition, was recognized by Thai raters but not by native English-speaking (NES) raters.
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Popkova, Ekaterina. "The Backyard of EFL Teaching: Issues Behind L1 Prosodic Interference in Russian English." Journal of Language and Education 1, no. 4 (December 1, 2015): 37–44. http://dx.doi.org/10.17323/2411-7390-2015-1-4-37-44.
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Modern EFL teaching in Russia pays much attention to variations in the cultural schemata represented by students’ L1 and the target language, as well as behavioral patterns of their speakers. However, teaching practitioners scarcely address certain issues of Russian L1 prosodic interference that cause attitudinal confusion on the part of native English speakers. The study explores the wrong pragmatic effects created in English due to the transfer of Russian intonation contours and the reasons behind the failure of Russian EFL teachers to address the issue. Specifically, it investigates English speakers’ negative perceptions of Russian L1 intonation and examines Russian teachers’ practices and beliefs with regard to the place of intonation in a language classroom. The paper draws on findings from recent studies on effects of Russian L1 prosodic features in English and the results obtained from a survey conducted by the author among 29 Russian EFL teachers. The paper argues that whereas L1 intonation interference seriously affects learners’ cultural image, its role in EFL teaching is significantly undervalued as compared to that of grammar and vocabulary. It concludes by suggesting practical ways to facilitate intonation teaching in a Russian EFL classroom.
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Bounchan, Suksiri, and Stephen H. Moore. "Khmer Learner English: A Teacher's Guide to Khmer L1 Interference." Language Education in Asia 1, no. 1 (December 3, 2010): 112–23. http://dx.doi.org/10.5746/leia/10/v1/a10/bounchan_moore.
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LI, RAN, YASMEEN FAROQI-SHAH, and MIN WANG. "A comparison of verb and noun retrieval in Mandarin–English bilinguals with English-speaking monolinguals." Bilingualism: Language and Cognition 22, no. 5 (September 5, 2018): 1005–28. http://dx.doi.org/10.1017/s1366728918000913.
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The finding that noun production is slower and less accurate in bilinguals compared to monolinguals is well replicated, but not well understood. This study examined the two prominent theoretical accounts for this bilingual effect: weaker links and cross-language interference. Highly proficient Mandarin–English bilinguals and English-speaking monolinguals named pictures in which the effects of grammatical class, word frequency and translatability were examined. While bilinguals were slower overall than monolinguals in both L1 and L2, the magnitude of this bilingual effect was smaller for verbs than for nouns. Bilinguals showed a larger production advantage for high vs. low frequency words in their L2 relative to monolinguals and their L1. Bilinguals also showed an advantage for words with greater translatability, which did not differ across grammatical categories. The findings lend partial support to the weaker links account, and reveal cross-language facilitation rather than interference.
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Jurančič Petek, Klementina. "The “Magnet Effect” – A Powerful Source of L1 Dialect Interference in the Pronunciation of English as a Foreign Language." ELOPE: English Language Overseas Perspectives and Enquiries 11, no. 1 (May 8, 2014): 45–64. http://dx.doi.org/10.4312/elope.11.1.45-64.
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Wieden and Nemser (1991) carried out a study investigating the development of pronunciation of English as a foreign language in Austria. One of the main issues in this research was L1 dialect interference. Individual studies have proven that the pronunciation of a second (L2) or foreign language (FL) is not influenced only by the standard variety of the first language (L1), but also by the L1 dialect of the speaker’s place of origin (Karpf et al. 1980). Wieden and Nemser’s study wished to prove this on a larger scale. A similar study was carried out also for Slovenia (Jurančič Petek 2007). Contrastive analysis (CA) of the Slovene Standard pronunciation and English was performed as well as that of the sound systems of individual Slovene dialects and the English one. Error analysis (EA) of the obtained results showed that L1 dialect interference did not occur in the instances predicted by contrastive analysis; however the study in itself did prove the existence of such influence (“magnet effect” in vowels).
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WU, ZHAOHONG, and ALAN JUFFS. "Revisiting the Revised Hierarchical Model: Evidence for concept mediation in backward translation." Bilingualism: Language and Cognition 22, no. 2 (February 23, 2018): 285–99. http://dx.doi.org/10.1017/s1366728917000748.
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A claim fundamental to the revised hierarchical model (Kroll & Stewart, 1994) was that concepts did not mediate backward translation, based on their findings of a category interference effect in forward translation in relatively fluent bilinguals but no category effect in backward translation. This study hypothesized that there was a category facilitation effect in L2-to-concept, which counterbalanced the category interference effect in concept-to-L1, resulting in an overall L2-to-L1 null category effect.In a novel English word-pair semantic comparison task, participants were presented with a sequence of English word-pairs, and judged which word's real-world referent was bigger in size. Results found a significant category facilitation effect in both L2-to-concept for young Chinese adults and L1-to-concept for young English adults when increasing the number of trials. The findings help explain why Kroll and Stewart's finding of an overall L2-to-L1 null category effect cannot be evidence against concept mediation in backward translation.
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Biglari, Nazanin, and Esli Struys. "Native Language Interference in English L2 Word Recognition and Word Integration Skills." Theory and Practice in Language Studies 11, no. 1 (January 1, 2021): 1. http://dx.doi.org/10.17507/tpls.1101.01.
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The current study was planned to investigate the interference of the native language in English word recognition and word integration skills in L1 speakers of French and Persian. The participants of the study were 48 intermediate and upper intermediate native Persian and French-speaking EFL learners studying in VUB and ULB universities in Brussels, Belgium. All in all, based on the results of ANCOVA, there was a strong and positive relationship between EFL learners' word recognition and word integration skills and their L1(first language). The RT (reaction time) resulting from the LDT (lexical decision task) showed that the Persian EFL participants were able to outperform French EFL participants, though Persian and English are orthographically and typologically distant languages. On the other hand, in a word integration task, French participants showed superiority over Persian participants in the direct object reading time that emphasized the positive aspect of L1 interference as facilitation.
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Kwame, Abukari, and Marit Westergaard. "The acquisition of English articles among L1 Dagbani L2 English learners." Canadian Journal of Linguistics/Revue canadienne de linguistique 65, no. 4 (November 10, 2020): 496–534. http://dx.doi.org/10.1017/cnj.2020.20.
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AbstractThis study investigates the acquisition of articles in L2 English by L1 speakers of Dagbani, a Gur language spoken in Ghana. Dagbani differs from English in that it has two definite articles, no indefinite article, and a zero-article which may express definiteness, indefiniteness as well as genericity. The study consisted of a Forced-choice task (FCT) and an Acceptability judgement task (AJT) which were administered to Dagbani teenagers with an intermediate proficiency in English (n = 45) and a group of native English speakers as controls (n = 8). The results showed that the learners’ article choice was based on definiteness, not specificity (i.e., no fluctuation between the two) and that they had slightly more problems with indefinite than definite contexts, while generic contexts were the most problematic. Except for a certain task effect as well as a possible interference of instruction (in the FCT), the results can be argued to generally be due to influence from the L1 and to the difficulty of feature reassembly.
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Śmiecińska, Joanna, Grzegorz Krynicki, and Marta Sojkin. "Colour word Stroop test in Polish learners of English: No evidence that L2 proficiency matters." Poznan Studies in Contemporary Linguistics 50, no. 3 (August 31, 2014): 367–93. http://dx.doi.org/10.1515/psicl-2014-0019.
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Abstract The aim of our study was to test whether and how the proficiency level in L2 affects the amount of within-language interference in Stroop colour word test (Polish as L1, English as L2); as well as to test whether and how the proficiency level in L2 affects colour naming speed in this L2, based on a study on 50 Polish students (age M = 20.8, SD = 1.6) at varying levels of English proficiency and age of acquisition > 7. The English version of Golden et al. (2002) Stroop Colour and Word Test and its Polish counterpart were used. The results show that in late unbalanced bilinguals the within-language interference was smaller in L2 than in L1 and its amount was not affected by L2 proficiency level; and that colour naming was slower in L2 than in L1, and the scores were not affected by L2 proficiency level. The implications of the study are discussed, concerning, among others, L2 processing in late unbalanced bilinguals. The popular claim that the pattern of the interplay between inter- and intra-linguistic interference in Stroop colour word test relates to proficiency level in L2 is challenged.
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Silveira, Rosane. "Perception and production of English initial /s/ clusters by Brazilian learners." Revista Brasileira de Linguística Aplicada 2, no. 1 (2002): 1–21. http://dx.doi.org/10.1590/s1984-63982002000100006.
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The present study investigated the relationship between perception and production in the acquisition of word-initial /s/ clusters in the interlanguage of Brazilians learning English as a foreign language. In addition to the interface between perception and production, other factors that might influence both mental processes, e.g., faulty perception, L1 interference, or a combination of these factors, were taken into account. The results part ially support studies which propose that perception influences production. There was also support for the power of L1 interference over Markedness and Universal Canonical Syllable Structure. Epenthesis was the strategy of syllable simplification present in all cluster types. Some subjects, though, resorted to a short epenthetic vowel (/I/), thus indicating that they might be developing a separate category for initial /s/ clusters.
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Newlin-Łukowicz, Luiza. "From interference to transfer in language contact: Variation in voice onset time." Language Variation and Change 26, no. 3 (October 2014): 359–85. http://dx.doi.org/10.1017/s0954394514000167.
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AbstractThis study examines cross-generational differences in the realization of an English phonological contrast by bilingual Polish Americans in New York City. I analyze the production of voice onset time (VOT) in underlying stops, as intinandden, and stops derived from interdental fricatives, as in [t]in forthinand [d]en forthen, in an English-only reading task. Generation one exhibits VOT “interference” for both stop types, with a bias toward interference for voiced stops. Generation two “transfers” Polish-like VOTs to derived stops. I argue that the cross-generational progression from theglobaleffects of interference to thefocusedpresence of transfer is filtered through L1 markedness and reflects speakers' growing sensitivity to L2 phonology and social considerations. The observed asymmetries in the distribution of interference/transfer are unaccountable by existing models of L2 acquisition and motivate a view of L1/L2 phonetic categories as governed by a variable grammar with access to phonological and social information.
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Li, Feng. "Contrastive Study between Pronunciation Chinese L1 and English L2 from the Perspective of Interference Based on Observations in Genuine Teaching Contexts." English Language Teaching 9, no. 10 (September 8, 2016): 90. http://dx.doi.org/10.5539/elt.v9n10p90.
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<p>Much research has been conducted on factors that impact on second language (L2) speech production in light of the age of L2 acquisition, the length of residence in the L2 environment, motivation, the amount of first language (L1) usage, etc. Very little of this research has taken the perspective of interference between L1 and L2, especially with respect to Asian languages. This article tries to locate the differences in pronunciation between Chinese L1 and English L2 by contrastive analysis through observing genuine teaching and learning contexts, in hope of facilitating English pronunciation pedagogy in China.</p>
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Sánchez Calderón, Silvia, and Marina Pacheco Plaza. "The Impact of Error Analysis and Feedback in English Second Language Learning." English Literature and Language Review, no. 71 (January 13, 2021): 5–14. http://dx.doi.org/10.32861/ellr.71.5.14.
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This study examines written errors in a corpus of 30 compositions produced by 15 students of English as a second language (L2), whose first language (L1) is Spanish. Their ages range from 10 to 11. This paper identifies grammar errors as the most frequent due to L1’s interference in L2 learning. Positive, focused, indirect written feedback is proven to be the most effective, and the L1 seems to help the students to understand the teacher’s metalinguistic explanation to correct errors and avoid mistakes. These results provide insight into language learning given that they offer information regarding the teaching practice.
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Elston-Güttler, Kerrie E., Silke Paulmann, and Sonja A. Kotz. "Who's in Control? Proficiency and L1 Influence on L2 Processing." Journal of Cognitive Neuroscience 17, no. 10 (October 2005): 1593–610. http://dx.doi.org/10.1162/089892905774597245.
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We report three reaction time (RT)/event-related brain potential (ERP) semantic priming lexical decision experiments that explore the following in relation to L1 activation during L2 processing: (1) the role of L2 proficiency, (2) the role of sentence context, and (3) the locus of L1 activations (ortho-graphic vs. semantic). All experiments used German (L1) homonyms translated into English (L2) to form prime-target pairs (pine-jaw for Kiefer) to test whether the L1 caused interference in an all-L2 experiment. Both RTs and ERPs were measured on targets. Experiment 1 revealed reversed priming in the N200 component and RTs for low-proficiency learners, but only RT interference for high-proficiency participants. Experiment 2 showed that once the words were processed in sentence context, the low-proficiency participants still showed reversed N200 and RT priming, whereas the high-proficiency group showed no effects. Experiment 3 tested native English speakers with the words in sentence context and showed a null result comparable to the high-proficiency group. Based on these results, we argue that cognitive control relating to translational activation is modulated by (1) L2 proficiency, as the early interference in the N200 was observed only for low-proficiency learners, and (2) sentence context, as it helps high-proficiency learners control L1 activation. As reversed priming was observed in the N200 and not the N400 component, we argue that (3) the locus of the L1 activations was orthographic. Implications in terms of bilingual word recognition and the functional role of the N200 ERP component are discussed.
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Seth H. Ronquillo. "Interference of English L2 in the acquisition of Tagalog L1 word order." Linguistic Research 32, no. 1 (April 2015): 61–90. http://dx.doi.org/10.17250/khisli.32.1.201504.003.
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Yuniswati, Maulida. "The Study of L1 Interference on English Compositions Made by Eighth Graders." ELLITE: Journal of English Language, Literature, and Teaching 2, no. 2 (December 12, 2017): 94–100. http://dx.doi.org/10.32528/ellite.v2i2.1508.
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This study is aimed to find out the kinds of lexical and grammatical errorscaused by L1 interference or negative transfer of the mother tongue in writingcompositions made by eighth grade students of SMP Negeri 13 Malang andthe frequency of occurrence of errors. The focus of this study was identifying,describing, and classifying grammatical and lexical errors in students writing.Therefore, descriptive qualitative was considered appropriate for the design ofthe study. The subjects were 39 eighth grade students in 8A Class in the second semester of 2008-2009 academic years. The instrument used to collect the data was the students’ writing tasks. The result shows that there 586 errors resultingfrom L1 interference were found from 78 compositions. Some categories oferrors in Kwary and Sugiri could not be applied to the data, such as, if clause,embedded question, comparison, conjunction, and word class. No sentencescontaining those categories of errors were found in the data. However, theresearcher developed another category of errors that are not mentioned in theclassification scheme by Kwary and Sugiri, that is, clause without subject thatmakes up 2.56% of all errors.
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Gvarishvili, Zeinab. "Interference of L1 Prepositional Knowledge in Acquiring of Prepositional Usage in English." Procedia - Social and Behavioral Sciences 70 (January 2013): 1565–73. http://dx.doi.org/10.1016/j.sbspro.2013.01.224.
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강현숙. "L1 Interference in Koreans' Perception of Released Word-final Stops in English." Linguistic Association of Korea Journal 26, no. 4 (December 2018): 1–20. http://dx.doi.org/10.24303/lakdoi.2018.26.4.1.
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Çakır, Sinan. "L1 Interference in SLA: A Study on Turkish L2 Learners of English." Cumhuriyet International Journal of Education 7, no. 4 (December 31, 2018): 3–4. http://dx.doi.org/10.30703/cije.457047.
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Budiharto, R. Agus. "NATIVE LANGUAGE INTERFERENCE ON TARGET LANGUAGE WRITINGS OF INDONESIAN EFL STUDENTS: AN EXPLORATORY CASE STUDY." Indonesian EFL Journal 5, no. 1 (January 1, 2019): 107. http://dx.doi.org/10.25134/ieflj.v5i1.1630.
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Possessing language students who are skilled in creating a structured, orderly and no error-found piece of composition constitutes a hope and a wish for many EFL teachers, as they are the individuals who undergo a big problem when their students commit numerous errors in EFL writing as a result of their native language interference. This study is aimed at exploring native language influence on students� English writings as well as investigating the salient and common grammatical errors in their writing with the purpose of checking whether or not Indonesian as the students� L1 influence them when writing in English. To this end, a corpus of 22 English essays written by students is examined and the errors are then categorized according to the following aspects: grammatical, lexico-semantic, mechanics, and word order sorts of errors. In this study, mixed methods research designs are used: quantitative and qualitative. The results revealed that UNIRA students commit different sorts of errors which are chiefly on account of their native language (Indonesian) interference. The students highly rely on their L1 in stating their thoughts, even though the ranking processes revealed that their essays hold different sorts of errors, those in the grammar and the lexico-semantic statistically constitute the most serious and recurrent ones.Keywords: grammatical sentence; L1 interference; lexico-semantic; writing.
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Cappelle, Bert, and Rudy Loock. "Is there interference of usage constraints?" Target. International Journal of Translation Studies 25, no. 2 (May 17, 2013): 252–75. http://dx.doi.org/10.1075/target.25.2.05cap.
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We examine the possible impact of frequency differences between a construction in L1 and its equivalent in L2 on translations. Our case is that of existential there in English and existential il y a in French. Using corpus evidence, we first confirm previous claims that existential there is used more freely in English than existential il y a is in French. Drawing on extensive counts conducted in available corpora and self-compiled samples of translated English and French, intra-language comparisons of translated and non-translated language use show that existential there is under-represented in English translated from French while existential il y a is over-represented in French translated from English. It is suggested that source-language interference is responsible for these differences. In addition, counts of existentials in individual novels and their translations show that inter-language frequency shifts systematically occur in the direction of target-language norms, most clearly so for translations into French, which suggests that the observed usage constraint on il y a still applies to a noticeable extent in translated French. Methodologically, we argue the need for a large corpus of translated French.
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CODERRE, EMILY L., WALTER J. B. VAN HEUVEN, and KATHY CONKLIN. "The timing and magnitude of Stroop interference and facilitation in monolinguals and bilinguals." Bilingualism: Language and Cognition 16, no. 2 (November 20, 2012): 420–41. http://dx.doi.org/10.1017/s1366728912000405.
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Executive control abilities and lexical access speed in Stroop performance were investigated in English monolinguals and two groups of bilinguals (English–Chinese and Chinese–English) in their first (L1) and second (L2) languages. Predictions were based on a bilingual cognitive advantage hypothesis, implicating cognitive control ability as the critical factor determining Stroop interference; and two bilingual lexical disadvantage hypotheses, focusing on lexical access speed. Importantly, each hypothesis predicts different response patterns in a Stroop task manipulating stimulus onset asynchrony (SOA). There was evidence for a bilingual cognitive advantage, although this effect was sensitive to a number of variables including proficiency, language immersion, and script. In lexical access speed, no differences occurred between monolinguals and bilinguals in their native languages, but there was evidence for a delay in L2 processing speed relative to the L1. Overall, the data highlight the multitude of factors affecting executive control and lexical access speed in bilinguals.
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Rahim, Mohammad Naim, and Sayed Ali Reza Ahmadi. "The Teachers’ Roles in Reducing the Interference of L1 in Audio-lingual Classrooms: A Qualitative Case Study in Malaysian Primary School." REiLA : Journal of Research and Innovation in Language 3, no. 2 (August 19, 2021): 96–104. http://dx.doi.org/10.31849/reila.v3i2.6335.
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This research article explores the teachers’ roles in reducing L1 (First Language) interference in audio-lingual classrooms. The main concern of the audio-lingual method is to focus less on grammar and teaching it inductively. There is also an emphasis on pronunciation in this method. Using tapes, visual language aids, and new materials are presented in an interactive model. The teacher presents a new structure using communicative models, and there is less focus on L1. The study applies a qualitative case study and uses observation and interview data collection techniques in a particular primary school of Malaysia during the English language sessions. The thematic analysis technique is performed to categorize the significant findings into three main themes: teacher as a role model, teacher as an orchestra leader, and teacher as a motivator. The data from classroom observation is triangulated to determine how the data is closed to the interview. The finding shows the problematisation of using L1 in teaching L2 (Second Language) since the interference of L1 negatively impacts learning L2. The study contributes to the perspective that English teachers in audio-lingual classrooms are expected to understand their objective roles. The result also implies the teachers' significance to accept that using L1 in maxim spoils learning L2, especially in an audio-lingual classroom.
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Shatz, Itamar. "How native language and L2 proficiency affect EFL learners’ capitalisation abilities: a large-scale corpus study." Corpora 14, no. 2 (August 2019): 173–202. http://dx.doi.org/10.3366/cor.2019.0168.
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Capitalisation is a salient orthographic feature, which plays an important role in linguistic processing during reading, and in writing assessment. Learners’ second language (L2) capitalisation skills are influenced by their native language (L1), but earlier studies of L1 influence did not focus on learners’ capitalisation, and examined primarily ‘narrow’ samples. This study examines capitalisation error patterns in a large-scale corpus of over 133,000 texts, composed by nearly 38,000 EFL learners, who represent seven different L1s and a wide range of English proficiency levels. The findings show that speakers of all L1s made a large number of capitalisation errors, in terms of errors per word and error proportion (out of all errors), especially at lower L2 proficiency levels. Under-capitalisation was more common than over-capitalisation, though this gap narrowed over time. Interestingly, L1s which share English's Latin script had higher error rates, suggesting that (assumed) perceived similarity between the L1 and the L2 increases interference, though this interference could not be explained only through direct negative transfer. There was also an interaction between L1 influence and L2 proficiency, so that differences between speakers of different L1s became smaller as their L2 proficiency improved.
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Nakai, Satsuki, Shane Lindsay, and Mitsuhiko Ota. "A prerequisite to L1 homophone effects in L2 spoken-word recognition." Second Language Research 31, no. 1 (July 6, 2014): 29–52. http://dx.doi.org/10.1177/0267658314534661.
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When both members of a phonemic contrast in L2 (second language) are perceptually mapped to a single phoneme in one’s L1 (first language), L2 words containing a member of that contrast can spuriously activate L2 words in spoken-word recognition. For example, upon hearing cattle, Dutch speakers of English are reported to experience activation of kettle, as L1 Dutch speakers perceptually map the vowel in the two English words to a single vowel phoneme in their L1. In an auditory word-learning experiment using Greek and Japanese speakers of English, we asked whether such cross-lexical activation in L2 spoken-word recognition necessarily involves inaccurate perception by the L2 listeners, or can also arise from interference from L1 phonology at an abstract level, independent of the listeners’ phonetic processing abilities. Results suggest that spurious activation of L2 words containing L2-specific contrasts in spoken-word recognition is contingent on the L2 listeners’ inadequate phonetic processing abilities.
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Bacha, Nahla N. "L1 Use in L2 Academic Essays: A Study of L1 Arabic Writers’ Views." International Journal of English Linguistics 8, no. 2 (December 23, 2017): 15. http://dx.doi.org/10.5539/ijel.v8n2p15.
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Research findings indicate conflicting views as to interference from L1 rhetorical patterns in the essays written by students whose first language is not English. Essays are still considered important for required assignments and exams in institutions of higher learning, but the challenge for L1 Arabic students is to express their ideas clearly. Although there have been studies of the use of L1 in L2 writing, there are very few rigorous ones done on L1 Arabic texts in Lebanon and specifically from the students’ viewpoint. This study aims to evaluate, holistically and analytically, according to language, organization and content, the expository academic essays written by first year university L1 Arabic students and to examine any significant correlation between these scores and the quality of these essays through content analysis. In addition, students’ perceptions of any problems they have in writing the academic essay are surveyed through a questionnaire. Results indicate a significant positive correlation between students’ essay scores and the content analysis. However, findings from the student questionnaire revealed that they do not view any significant interference from L1 nor any significant problems in writing the academic essays which are contrary to the essay scores and content analysis results. Recommendations are made for L2 contexts and future research.
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Simatupang, Masda Surti, and Yusniaty Galingling. "Errors In English Ads And Fallacious Trends Of Job Advertisements In Jakarta." Lingua Cultura 6, no. 1 (May 31, 2012): 1. http://dx.doi.org/10.21512/lc.v6i1.389.
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Article investigated the errors found in job advertisements from Kompas newspapers and the fallacious trends. The methodology used in this paper was descriptive qualitative. Data were gathered randomly from job advertisements from Kompas in 2008. The data were analyzed through the following steps: first, the data were gathered and classified into errors from L1 interference, and errors from lack of grammatical knowledge. After causes of errors were explained, then the fallacious trends were described. Data showed the inconsistency of translating Job’s titles because of L1 interference. Errors due to lack of grammatical knowledge were classified into four categories of omission, addition, and substitution. From 44 data of omission and addition, the inflection (ending –s and -ed) mostly occured. There were 24 cases found from the errors of substitution regarding the class words, preposition, and agreement. Fallacious trends that Job’s ads written in English that were free from errors proved to be contrary to the fact.
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Alaga, Nathalie Ann Cabonce. "ESL Learners’ English Pronunciation Errors: A Systematic Error rather than Accidental." Journal of English Language and Literature 6, no. 2 (October 31, 2016): 464–69. http://dx.doi.org/10.17722/jell.v6i2.302.
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ESL learners of English language encounter problems in producing correct pronunciation of the English words. This study determined the pronunciation errors on English vowel, consonant and digraph sounds among BS Psychology students. This study employed face – to – face oral pronunciation test. Mispronunciation was looked into as a result of the interference of L1 pronunciation. L1 phonological sounds have fossilized in the phonological knowledge of the ESL learners. Lastly, the spelling structure of the words gives confusion to the learners to pronounce the words. This concluded that pronunciation errors are systematic. This also led to a recommendation that teaching pronunciation should be given an intensive focus for enhancing the pronunciation errors and difficulty of the ESL learners.
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SUDARSHAN, ARUNA, and SHARI R. BAUM. "Bilingual lexical access: A dynamic operation modulated by word-status and individual differences in inhibitory control." Bilingualism: Language and Cognition 22, no. 3 (May 16, 2018): 537–54. http://dx.doi.org/10.1017/s1366728918000111.
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A question central to bilingualism research is whether representations from the contextually inappropriate language compete for lexical selection during language production. It has been argued recently that the extent of interference from the non-target language may be contingent on a host of factors. In two studies, we investigated whether factors such as word-type and individual differences in inhibitory control capacities influence lexical selection via a cross-modal picture-word interference task and a non-linguistic Simon task. Highly proficient French–English bilinguals named non-cognate and cognate target pictures in L2 (English) while ignoring auditory distractors in L1 (French) and L2. Taken together, our results demonstrated that lexical representations from L1 are active and compete for selection when naming in L2, even in highly proficient bilinguals. However, the extent of cross-language activation was modulated by both word-type and individual differences in inhibitory control capacities.
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HATZIDAKI, ANNA, MIKEL SANTESTEBAN, and WOUTER DUYCK. "Is language interference (when it occurs) a graded or an all-or-none effect? Evidence from bilingual reported speech production." Bilingualism: Language and Cognition 21, no. 3 (January 19, 2018): 489–504. http://dx.doi.org/10.1017/s1366728917000736.
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Do cross-lingual interactions occur even with structures of different word order in different languages of bilinguals? Or could the latter provide immunity to interference of the contrasting characteristics of the other language? To answer this question, we examined the reported speech production (utterances reporting what just happened; e.g., Holly asked what Eric ate) of two groups of proficient, unbalanced bilinguals with varying similarity between their native (L1-Spanish/L1-Dutch) and second language (L2-English). The results showed that both groups of bilinguals produced word order errors when formulating indirect What-questions in L2, regardless of how similar the L1 was to the L2 in that respect. Our findings suggest that in the case of reported speech production in the examined bilingual groups, cross-linguistic syntactic differences by themselves suffice to induce language interference, and that the degree of similarity between the L1 and the L2 does not seem to modulate the magnitude of this effect.
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Cebrian, Juli. "TRANSFERABILITY AND PRODUCTIVITY OF L1 RULES IN CATALAN-ENGLISH INTERLANGUAGE." Studies in Second Language Acquisition 22, no. 1 (March 2000): 1–26. http://dx.doi.org/10.1017/s0272263100001017.
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This paper examines the interference of L1 neutralization rules in the acquisition of a marked L2 phonological feature. More specifically, it presents results from a study of the acquisition of the voicing contrast in English word-final obstruents by native speakers of Catalan. The voicing contrast in final position in Catalan is neutralized by voicing or devoicing rules, depending on the environment. The results of an experiment testing the production of target final obstruents in different environments indicate a very high incidence of devoicing, which confirms the prevalence of final devoicing in second language acquisition and points to the joint effect of transfer and universal tendencies. In contrast with devoicing, the results reveal a more limited effect of the L1 voicing rules. It is argued that this difference is due to an effect of word integrity in the interlanguage that restricts the domain of application of the transferred rules.
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Costa, Albert, and Alfonso Caramazza. "Is lexical selection in bilingual speech production language-specific? Further evidence from Spanish–English and English–Spanish bilinguals." Bilingualism: Language and Cognition 2, no. 3 (December 1999): 231–44. http://dx.doi.org/10.1017/s1366728999000334.
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In this study we address the question of how lexical selection is achieved by bilingual speakers during speech production. Specifically, we test whether there is competition between the two lexicons of a bilingual during lexical access. In two picture–word interference experiments we explore the performance of two groups of bilinguals, English–Spanish and Spanish–English proficient bilinguals while naming pictures either in their L1 (Spanish) or in their L2 (Spanish). Picture naming was facilitated when the name of the picture and the distracter word were the “same”, regardless of the language in which the distracter was printed: same-language (e.g., mesa–mesa [table in Spanish]) or different-language pairs (e.g., mesa–table). The magnitude of this facilitatory effect was similar when naming in L1 (Experiment 1) and in L2 (Experiment 2). We also found that naming latencies were slower when the distracter word was semantically related to the picture's name (e.g., mesa–chair), regardless of the language in which the distracter was printed. The results suggest that there is no competition between the two lexicons of a bilingual during lexical access for production. This interpretation favors a model of lexical access in which lexical selection is language-specific both when speaking in L1 and in L2.
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KNUPSKY, AIMEE C., and PAUL C. AMRHEIN. "Phonological facilitation through translation in a bilingual picture-naming task." Bilingualism: Language and Cognition 10, no. 3 (October 25, 2007): 211–23. http://dx.doi.org/10.1017/s1366728907003033.
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We present a critical examination of phonological effects in a picture–word interference task. Using a methodology minimizing stimulus repetition, English/Spanish and Spanish/English bilinguals named pictures in either L1 or L2 (blocked contexts) or in both (mixed contexts) while ignoring word distractors in L1 or L2. Distractors were either phonologically related to the picture name (direct; FISH–fist), or related through translation to the picture name (TT; LEG–milk–leche), or they were unrelated (bear–peach). Results demonstrate robust activation of phonological representations by translation equivalents of word distractors. Although both direct and TT distractors facilitated naming, TT facilitation was more consistent in L2 naming and under mixed contexts.
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Albalawi, Fatima Salamh. "Investigating The Effect Of Grammatical Differences Between English (L2) And Arabic (L1) On Saudi Female Students’ Writing Of English." European Scientific Journal, ESJ 12, no. 14 (May 29, 2016): 185. http://dx.doi.org/10.19044/esj.2016.v12n14p185.
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The purpose of this study is to investigate whether the grammatical errors committed by the Female Saudi Students can be attributed to their mother tongue interference. This study analyses 120 English essays written by Arabic speaking Saudi Female Students studying at Prince Fahad Bin Sultan University. Since the researcher’s mother-tongue is also Arabic, the interference of Arabic language committed by these students was easily found upon examining their writings. The findings of this study revealed that the transfer of Arabic linguistic structures influenced the English writings of Saudi Female Students on the grammatical level. Furthermore, the English writing skill of the Saudi Female Students needs development. The study concluded that the percentage of the total grammatical errors committed by the Saudi students was 1179 errors. Out of the 1179 errors, 59 errors were in Active and Passive Voice, 118 errors in plurality, 118 errors also in articles, 165 errors in the use of word order, 188 errors in prepositions, 244 errors in Verb Tenses and Form, and 306 errors in Subject-verb agreement which is the highest percentage of errors as a result of the effect of the L1. On the basis of these findings, a group of recommendations and some pedagogical implications for educators and policy makers were provided to improve the EFL teaching-learning process.
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FLEGE, JAMES EMIL, IAN R. A. MACKAY, and THORSTEN PISKE. "Assessing bilingual dominance." Applied Psycholinguistics 23, no. 4 (November 19, 2002): 567–98. http://dx.doi.org/10.1017/s0142716402004046.
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This study used two methods to assess bilingual dominance in four groups of 18 Italian–English bilinguals, who were selected on the basis of age of arrival (AOA) in Canada (early: 2–13 years; late: 15–26 years) and percentage use of the first language (L1), Italian (low L1 use: 1–15%; high L1 use: 25–85%). Ratios were derived from the bilinguals' self-ratings of ability to speak and understand Italian compared to English (the “verbal” self-rating ratios) and to read and write Italian compared to English (the “written” self-rating ratios). The ratio of the mean duration of English and Italian sentences produced by each bilingual was also computed. AOA and L1 use had the same effect on the self-rating and sentence duration ratios, which were correlated. The bilinguals who arrived in Canada as young adults and continued to use Italian often were the most likely to be Italian dominant. Dominance in Italian was associated with a relatively high level of performance in Italian (assessed in a translation task) and relatively poor performance in English (assessed by measuring strength of foreign accents). Both groups of late bilinguals (late low, late high) and both groups of early bilinguals (early low, early high) were found to produce English sentences with detectable accents. However, a group of 18 bilinguals (all early bilinguals) selected from the original sample of 72 based on their dominance in English did not have detectable foreign accents. This suggested that interlingual interference effects may not be inevitable.
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Lipińska, Dorota. "Production of L3 Vowels: Is it Possible to Separate Them From L1 and L2 Sounds?" Research in Language 13, no. 1 (March 30, 2015): 77–92. http://dx.doi.org/10.1515/rela-2015-0011.
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It is incontrovertible that acquisition of a sound system of a second language is always a complex phenomenon and presents a great challenge for L2 learners (e.g. Rojczyk, 2010a). There are numerous studies (e.g. Nowacka, 2010; Flege, 1991) which show that L2 learners whose first language has a scarce number of sounds, have problems to distinguish L2 sound categories and tend to apply their L1 segments to new contexts. It may be easily detectable in the case of vowels. There is abundance of studies examining L2 learners’ successes and failures in production of L1 and L2 vowels (e.g. Flege, 1992; Nowacka, 2010; Rojczyk, 2010a). Usually such projects show how difficult it is for L2 learners to separate “old” and “new” vowel categories. However, the situation becomes much more complicated when we think of third language (L3) production. While in the case of L2 segmental production the number of factors affecting L2 sounds is rather limited (either interference from learners’ L1 or some kind of L2 intralingual influence), in the case of L3 segmental production we may encounter L1®L3, L2®L3 or L3 intralingual interference. This makes separation of L3 sounds a much more complex process. The aim of this study is to examine whether speakers of L1 Polish, L2 English and L3 German are able to separate new, L3 vowel categories from their native and L2 categories. Being a part of a larger project, this time the focus is on German /oe/. This vowel was chosen since it is regarded as especially difficult for Polish learners of German and it is frequently substituted with some other sounds. A group of English philology (Polish-English-German translation and interpretation programme) students was chosen to participate in this project. They were advanced speakers of English who did not encounter any difficulties in communication with native speakers of this language and upperintermediate users of German. They had been taught both English and German pronunciation/practical phonetics during their studies at the University of Silesia. The subjects were asked to produce words containing analysed vowels, namely: P /u/, P /ɔ/, P /ɛ/, E /uː/, E /ɔː/ and G /oe/. All examined vowels were embedded in a /bVt/ context. The target /bVt/ words were then embedded in carrier sentences I said /bVt/ this time in English, Ich sag’ /bVt/ diesmal in German and Mówię /bVt/ teraz in Polish, in a non-final position. The sentences were presented to subjects on a computer screen and the produced chunks were stored in a notebook’s memory as .wav files ready for inspection. The Praat 5.3.12 speech-analysis software package (Boersma, 2001) was used to scroll through the audio files in order to locate an onset and offset of target vowels, measure the F1 and F2 frequencies and plot vowels on the plane. All analyses were also performed using Praat. The obtained results shed new light on L3 segmental production and L1 and L2 interference.
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Šimáčková, Šárka, and Václav Jonáš Podlipský. "Global foreign accent rating of code-switched and L2-only sentences." Research in Language 14, no. 2 (June 30, 2016): 149–64. http://dx.doi.org/10.1515/rela-2016-0009.
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Recent studies of short-term phonetic interference suggest that code-switching can lead to momentary increases in L1 influence on L2. In an earlier study using a single acoustic measure (VOT), we found that Czech EFL learners’ pronunciation of English voiceless stops had shorter, i.e. more L1-Czech-like, VOTs in codeswitched compared to L2-only sentences. The first aim of the current study was to test the prediction that native listeners would judge the code-switched English productions as more foreign-accented than the L2-only productions. The results provide only weak support for this prediction. The second aim was to test whether more native-like VOT values would correlate with improved accentedness scores. This was confirmed for sentence-initial stops.
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Jakovljević, Bojana M. "AUDITORY PERCEPTION OF SERBIAN AND ENGLISH VOICELESS STOPS BY SERBIAN SPEAKERS AND INTERFERENCE." ZBORNIK ZA JEZIKE I KNJIŽEVNOSTI FILOZOFSKOG FAKULTETA U NOVOM SADU 1, no. 1 (December 2, 2011): 48. http://dx.doi.org/10.19090/zjik.2011.1.48-55.
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The aim of the paper is twofold: firstly, to examine the relevance of CVformant transitions and bursts in the auditory perception of Serbian word-initial /p t k/ and English[ph th kh] by the speakers of Serbian; and secondly, to explore the relation between native languageexperience of listeners and their perceptual abilities in other languages. The subjects were ten nativespeakers of Serbian (five males and five females) and the corpus consisted of Serbian-Englishpairs of words, illustrating the aforementioned sets of stops before Serbian /í/ (long-rising accent)vs. English /i:/ and Serbian /ȍ/ (short-falling accent) vs. English /ɒ/. Despite the differences in theperceptual salience of the transitions and bursts between the languages in question, the results ofthe research point to the strong tendency of Serbian speakers to rely on the acoustic cues relevantin Serbian (L1) in the auditory perception of English (L2) voiceless stops.
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PYTLYK, CAROLYN. "Are orthographic effects language specific? The influence of second language orthography on second language phoneme awareness." Applied Psycholinguistics 38, no. 2 (July 1, 2016): 233–62. http://dx.doi.org/10.1017/s0142716416000175.
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ABSTRACTThis research investigated first language (L1) and second language (L2) orthographic effects on L2 phoneme perception. Twenty-five native English learners of Russian (n = 13) and Mandarin (n = 12) participated in an auditory phoneme counting task, using stimuli organized along two parameters: consistency and homophony. The learners more successfully counted phonemes in L2 words with consistent letter–phoneme correspondences (e.g., всё /fsʲɔ/, three letters/three phonemes) than in words with inconsistent correspondences (e.g., звать /zvatʲ/, five letters/four phonemes), indicating that L2 phoneme awareness is influenced by L2 orthography and that orthographic effects are not limited to the L1. In addition, the lack of any L1 homophone effects suggests that L2 orthographic effects overrode any potential L1 orthographic interference for these intermediate-level learners, suggesting orthographic effects may be language specific.
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Schwartz, Geoffrey, Anna Balas, and Arkadiusz Rojczyk. "Phonological Factors Affecting L1 Phonetic Realization of Proficient Polish Users of English." Research in Language 13, no. 2 (June 30, 2015): 180–97. http://dx.doi.org/10.1515/rela-2015-0014.
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Acoustic phonetic studies examine the L1 of Polish speakers with professional level proficiency in English. The studies include two tasks, a production task carried out entirely in Polish and a phonetic code-switching task in which speakers insert target Polish words or phrases into an English carrier. Additionally, two phonetic parameters are studied: the oft-investigated VOT, as well as glottalization vs. sandhi linking of wordinitial vowels. In monolingual Polish mode, L2 interference was observed for the VOT parameter, but not for sandhi linking. It is suggested that this discrepancy may be related to the differing phonological status of the two phonetic parameters. In the code-switching tasks, VOTs were on the whole more English-like than in monolingual mode, but this appeared to be a matter of individual performance. An increase in the rate of sandhi linking in the code-switches, except for the case of one speaker, appeared to be a function of accelerated production of L1 target items.
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Al Jawad, Ahmed Sanoussi Himeda, and Asma Abdalrahman Mansour. "An Exploration of Grammatical Errors in Written English of Libyan EFL Students with Special Reference to Arabic as their First-Language." Journal of World Englishes and Educational Practices 3, no. 7 (July 31, 2021): 07–25. http://dx.doi.org/10.32996/jweep.2021.3.7.2.
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This study focuses on an exploration of grammatical errors in written English of Libyan EFL students with special reference to Arabic as their first language. One of the most important factors that negatively affect EFL students' writing is grammatical errors. Several studies have looked at grammatical errors made by learners of English as a foreign language. Some studies have reported that L1 interference has been indicated as an important factor in the commission of such errors. The current study explores the phenomenon of EFL learners making grammatical errors. It also examines whether the time spent learning English and using English in daily life positively affects a student's writing (fewer grammatical errors appear). In addition, it examines whether first language interference leads to errors by Arab learners in particular. Data was collected from 30 EFL participants studying in Faculty of Arts and Sciences Kufrah- Benghazi University by writing an essay, in English, about the students themselves, their families, and the cities where they live in. The subjects also answered a Grammar Recognition Test. The results of this study indicated that the subjects made 205 errors in 10 different grammatical areas, the highest number of errors found in using articles, the second was word/verb form errors, whereas the third was preposition-related errors. Furthermore, errors of active and passive voice, plural, word order, tense, 3rd person morpheme, and copula “be”. The analysis of these results indicated that the appearance of these errors was more common among learners who have less time learning the language as well as who use the language less in their daily life. Furthermore, the results also revealed that Arab EFL learners tend to translate directly from Arabic to English; in this case, L1 interference appears to be a reason for committing grammatical errors by the Arabs. Moreover, students 'lack of competence in English plays an important role in such an occurrence. The study concludes by giving some suggestions for teaching grammar and reducing the occurrence of errors in this area.
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TOÇI, Arta. "Translation in EFL Classroom." PRIZREN SOCIAL SCIENCE JOURNAL 5, no. 1 (April 29, 2021): 113–17. http://dx.doi.org/10.32936/pssj.v5i1.217.
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Throughout much of the history of research into second language acquisition (SLA), the role of learners’ first language (L1) has been a hotly debated issue. Prodromou (2000) refers to the mother tongue as a ‘skeleton in the closet’, while Gabrielatos (2001) calls it a ‘bone of contention’. Such views are but a mere reflection of the different methodological shifts in English Language Teaching, which have brought about new and different outlooks on the role of the mother tongue. The conflict itself is taking place in academic circles rather than in classrooms, where the use of L1 is still considered unacceptable owing to the predominance of the communicative method in language teaching. Research on the role that mother tongue has for the non-native learners of English has been conducted around the world, however none in North Macedonia. This research aims to explore some of the controversy regarding the use of the student’s first language (L1), as well as to suggest translation activities as a beneficial tool for the students of South East European University in Tetovo, North Macedonia. It also provides insights into native language interference in the process of translating from students’ mother tongue into English, and vs.