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Littérature scientifique sur le sujet « L1 interference in English »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 1 février 2022

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Articles de revues sur le sujet "L1 interference in English"

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, n^o 12 (29 juin 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, et Václav Podlipský. « Patterns of Short-Term Phonetic Interference in Bilingual Speech ». Languages 3, n^o 3 (24 août 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 et 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, n^o 5 (30 septembre 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 et Mi-Hui Cho. « Interference of L1 Phonological Processes in English Learning ». English Language and Linguistics 16, n^o 3 (décembre 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 (1 janvier 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, n^o 2 (1 février 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, n^o 2 (12 décembre 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 et 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, n^o 2 (18 novembre 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, n^o 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, n^o 4 (1 décembre 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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Thèses sur le sujet "L1 interference in English"

Hu, Yuxiu Lucille. « L1 influence on the learning of English among high school students in Harbin a case study of adverbial placement / ». Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36963586.

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Hu, Yuxiu Lucille, et 胡玉秀. « L1 influence on the learning of English among high school students in Harbin : a case study of adverbialplacement ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36963586.

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Strickland, Clyde William. « Grant Proposal Writing : A Case Study of an International Postdoctoral Researcher ». Thesis, Connect to resource online, 2008. http://hdl.handle.net/1805/1691.

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Thesis (M.A.)--Indiana University, 2008.
Title from screen (viewed on June 3, 2009). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Ulla Connor, William V. Rozycki, Thomas A. Upton. Includes vita. Includes bibliographical references (leaves 95-99).

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Sjösteen, Sigrid. « "You must stay for dinner ; we're having cud" : A study of the relationship between Swedish speakers' perception and production of English vowels ». Thesis, Karlstad University, Faculty of Arts and Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-5464.

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Learning a second language is different from learning our first one. A lot of rules from the first language, concerning e.g. grammar, intonation and phonology, are so firmly rooted within learners that they will transfer them to the new language regardless of whether they are correct or not. Studies show that the way we are tuned in to the sounds of our first language can make it difficult for us to perceive the phonemes of a new language correctly. In order to study the relationship between Swedish speakers’ faulty production of English vowels and their perception of them, ten subjects participated in a perception test to find out how well they could distinguish between minimal pairs containing phonemes that Swedes often have problems pronouncing correctly. They were also recorded while reading sentences containing the same minimal pairs. The results from the perception test were compared to graphs showing how consistent the subjects were in their pronunciation of these phonemes. The study shows that although some phonemes proved to be more difficult for the subjects to perceive a difference between, a faulty production of these sounds cannot be explained by misperception alone.

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Dongilli, Sophia J. « Separable English phrasal verbs : a comparison of L1 English speakers and L1 Spanish speakers of L2 English ». Kansas State University, 2015. http://hdl.handle.net/2097/19120.

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Master of Arts
Department of Modern Languages
Earl K. Brown
How to teach phrasal verbs to L2 learners of English has been the subject of debate in Teaching English as a Foreign Language (TEFL) courses and materials alike. These multi-part verbs, consisting of a verb and one or more particles, convey a new lexical meaning different from their individual parts. Further complicating this is the fact that some transitive phrasal verbs can be separated from their particles to varying degrees by a direct object. Though variables affecting verb-particle separation lie below the level of consciousness for most native speakers, they make the acquisition of particle placement difficult for L2 English language learners. Additionally, the presentation of these verbs in EFL textbooks and university English language programs (ELPs) is inadequate. TEFL textbooks tend to place emphasis on the lexical acquisition of phrasal verbs, ignoring separable versus non-separable distinctions. However, native English speakers separate phrasal verbs from their particles about 66.5% of the time in spoken conversation. In order to determine whether traditional textbook problems associated with phrasal verb presentation persist, I analyzed eleven TEFL textbooks used in Kansas State University’s ELP. I also administered a grammaticality judgment survey in order to find out whether L1 Spanish speakers of L2 English view separation of transitive phrasal verbs and their particles to be grammatical. L1 Spanish Speakers of L2 English are disadvantaged by the fact that their native language is verb-framed, meaning that it does not make use of particles in the same way that English does. It is for this reason that native Spanish-speakers of L2 English constitute the experimental group in this study. The results of the TEFL textbook analysis reveal that none of the eleven textbooks analyzed could stand alone in the classroom to effectively teach phrasal verbs. The results of the grammaticality judgment survey show that L1 Spanish speakers of L2 English differ at a statistically significant level from L1 American English speakers in their acceptability of phrasal verb-particle separation. These findings have pedagogical implications for TEFL instructors, textbook writers, and English language programs, and demonstrate the need for more extensive and authentic phrasal verb instruction.

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Le, Roux Maria. « An acoustic investigation of English vowels as produced by English L1 and Setswana L1 foundation phase learners ». Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/60376.

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This thesis provides a literature review on various topics related to the aims of the research project. In the process of sketching the rationale of this study, the language-in-education policy (LiEP) of South Africa is examined. The reasons why this policy is not successful, is discussed. Emanating from this discussion, the low literacy scores amongst young learners in South Africa are described and possible reasons for this occurrence are cited (Howie, Van Staden, Tshele, Dowse, & Zimmerman, 2012). The hypothesis that perceptual and articulation training of the vowels of English would enhance young English second language (Setswana first language-speaking) learners? awareness of English vowels, is posited and defended by referring to previous research (Moats, 2007; Trehearne, 2011; Seeff-Gabriel, 2003). In addition, it is stated that increased knowledge of the vowel system of English will improve English second language (EL2) learners? literacy skills (Moats, 2007). In order to explain and discuss the results of the investigations into the literacy skills of the EL2 learners participating in this study, the notions of literacy acquisition, phonological awareness skills, and language acquisition and language learning are examined. The main aim of this study is to assess the effects of intervention on the auditory perception and articulatory skills of English second language-speaking (EL2) (Setswana L1-speaking) learners in Grade 3, in the production of the monophthongs and diphthongs of the standard variety of South African English, namely White South African English (WSAfE) (Bekker, 2009). The effects are determined by acoustically comparing the vowel spaces of the participants before and after intervention. Therefore, a discussion of acoustic concepts such as the vowel space and the parameters thereof are provided. In addition, the vowels of WSAfE, those of Black South African English (BSAE), and the vowels of Setswana are discussed and compared according to their acoustic features. The results of this quasi-experimental, comparative study indicate that the vowel spaces of the EL1 and EL2 participants differ markedly before intervention, especially when comparing those of the short and long monophthongs of English. After intervention, the vowel spaces of especially the Experimental group are seen to approximate those of the EL1 participants in the Norm group. Interesting findings concerning the central schwa vowels and the diphthongs were made. These indicate that young EL2 (Setswana L1-speaking) learners do not use BSAE, but use a new? variety of English that is closer to WSAfE (Mesthrie, 2008). Pertaining to the measurable sub-aims of this study, the phonological awareness skills and literacy skills of the participants are assessed and compared, before and after intervention. The improvement of the phonological awareness skills and literacy skills of the Experimental group, as well as the changes in the vowel spaces that are noted for this group, prove the hypothesis that intervention in the form of additional input concerning the English vowels will enhance second language learners? perception and articulation. This strengthens the opinion that second language learners need quality teaching of the sound system of the language of learning and teaching.
Thesis (DPhil)--University of Pretoria, 2016.
African Languages
DPhil
Unrestricted

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Yas, Emin [Verfasser]. « Acquisition of English Relative Clauses by German L1 and Turkish L1 Speakers / Emin Yas ». Berlin : Freie Universität Berlin, 2016. http://d-nb.info/1119803837/34.

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Alhaysony, Maha Hilal. « Saudi-female English major students' writing strategies in L1 (ARABIC) AND L2 (English) ». Thesis, University of Essex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525482.

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Skoog, Petra. « Native Language Interference : A study of interference patterns in Swedish students' English writing ». Thesis, Karlstad University, Faculty of Arts and Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-418.

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Abstract

Titel: Native Language Interference: A study of interference patterns in Swedish students’ English writing.

Författare: Skoog, Petra

Engelska C, 2006

Abstract: The purpose of this investigation was to find out if there are any patterns of native language interference in Swedish students’ written English. Extensive research has been carried out in the area of native language influence on the target language and a large number of terms are used when the influence of the native language is discussed, including contrastive analysis and positive and negative transfer. These are described in the theoretical background section of this study. The material for the empirical investigation was collected from students in year eight at a secondary school. They were given a task consisting in free essay writing, so that a general picture of interference problems would emerge. 42 essays were handed in, containing about 201 interference errors. The total number of non-interference errors found in the students’ essays was 1115 and this suggests that interference errors are not especially common among the students in my investigation. The errors committed due to interference mainly concerned the use of prepositions. One conclusion that can be drawn from this investigation is that it is very difficult to determine the source of errors and separate between errors in general and interference errors.

Nyckelord: Foreign language learning, native language influence, errors, interference.

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Alzamil, Abdulrahman Abdullah H. « The second language acquisition of English indefiniteness and genericity by L1 Saudi Arabic and L1 Mandarin speakers ». Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/4057.

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Livres sur le sujet "L1 interference in English"

Principe, Concetta. Interference. Toronto : Guernica, 1999.

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Ädel, Annelie. Metadiscourse in L1 and L2 English : Annelie Ädel. Amsterdam : John Benjamins Pub. Co., 2006.

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Spoken language interference patterns in written English. New York : P. Lang, 1999.

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MacAllister, Colin Anthony. Some sociolinguistic aspects of an L1 dialect in L2 English language learning. [S.l : The Author], 1990.

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Interference of regional languages phonology in Indian English learners. New Delhi : Sarup Book Publishers, 2012.

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Rojas, Miguel A. García. Unravelling Spanglish : A practical guide to language interference. Tunja : Universidad Pedagógica y Tecnológica de Colombia, 1996.

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Sociolinguistic reflexes of dialect interference in West Wirral. Frankfurt am Main : Verlag P. Lang, 1986.

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Zezere, Ana Cristina. A study of cross-cultural schema interference in Spanish and English speakers. Salford : University of Salford, 1991.

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Valihura, Olʹha. Fonetychna interferent︠s︡ii︠a︡ v anhliĭsʹkomu movlenni ukraïnsʹkykh bilinhviv : Monohrafii︠a︡. Ternopilʹ : Vydavnyt︠s︡tvo "Pidruchnyky i posibnyky", 2008.

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Lindholm, Kathryn J. English question use in Spanish-speaking ESL children : Changes with English language proficiency. [Los Angeles, Calif.] : Center for Language Education and Research, University of California, Los Angeles, 1986.

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Chapitres de livres sur le sujet "L1 interference in English"

Saha, Shambhu Nath, et Shyamal Kr Das Mandal. « L1 Bengali Phonological Interference on L2 English - Analysis of Bengali AESOP Corpus ». Dans Mining Intelligence and Knowledge Exploration, 790–98. Cham : Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03844-5_77.

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Buschfeld, Sarah. « L1 Singapore English ». Dans Children’s English in Singapore, 123–62. New York : Routledge, 2019. | Series : Routledge studies in world Englishes : Routledge, 2019. http://dx.doi.org/10.4324/9781315201030-5.

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Guarda, Marta. « Differences from Learning in L1 ». Dans Student Perspectives on English-Medium Instruction, 94–108. New York : Routledge, 2021. http://dx.doi.org/10.4324/9781003094098-8.

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Buschfeld, Sarah. « Investigating the acquisition of L1 Singapore English ». Dans Children’s English in Singapore, 66–122. New York : Routledge, 2019. | Series : Routledge studies in world Englishes : Routledge, 2019. http://dx.doi.org/10.4324/9781315201030-4.

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Wang, Wenyi, Qingrong Du, Renbiao Wu, Dan Lu, Lu Wang et Qiongqiong Jia. « Interference Suppression with L1-Norm Constraint for Satellite Navigation Systems ». Dans China Satellite Navigation Conference (CSNC) 2015 Proceedings : Volume I, 717–25. Berlin, Heidelberg : Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-46638-4_62.

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Gray, Mark. « Training L1 French Learners to Perceive Prosodically Marked Focus in English ». Dans Investigating English Pronunciation, 174–95. London : Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137509437_8.

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Hedgcock, John S., et Dana R. Ferris. « Foundations of L1 and L2 Literacy, Reading, and Learning to Read ». Dans Teaching Readers of English, 1–60. Second edition. | New York : Routledge, 2018. : Routledge, 2018. http://dx.doi.org/10.4324/9781315465579-1.

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Hasselgård, Hilde. « It-clefts in English L1 and L2 academic writing ». Dans Studies in Corpus Linguistics, 295–319. Amsterdam : John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/scl.63.20has.

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Ravid, Dorit, et Galit Ginat-Heiman. « L1 and L2 proficiency in Hebrew English adolescent learners ». Dans Hamburg Studies on Linguistic Diversity, 219–44. Amsterdam : John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/hsld.3.15rav.

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Xiao, Richard. « Source Language Interference in English-to-Chinese Translation ». Dans Yearbook of Corpus Linguistics and Pragmatics, 139–62. Cham : Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17948-3_7.

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Actes de conférences sur le sujet "L1 interference in English"

Marita, Tia, et Jufrizal. « L1 Syntactic Interference in ESP Students’ Writing Assignments ». Dans Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Paris, France : Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.032.

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Sari, Senorica Yulia, et Nora Fudhla. « Analysis of L1 Interference in Non-Native English Speaking (NNES) Students English Learning Process ». Dans Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Paris, France : Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.048.

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Shambhu Nath Saha et Shyamal Kr Das Mandal. « Phonetic and phonological interference of English pronunciation by native Bengali (L1-Bengali,L2-English) speakers ». Dans 2014 17th Oriental Chapter of the International Committee for the Co-ordination and Standardization of Speech Databases and Assessment Techniques (COCOSDA). IEEE, 2014. http://dx.doi.org/10.1109/icsda.2014.7051429.

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Kondo, Mariko, et Hajime Tsubaki. « Fluency and L1 phonology interference on L2 English analysis OF Japanese AESOP corpus ». Dans 2012 Oriental COCOSDA 2012 - International Conference on Speech Database and Assessments. IEEE, 2012. http://dx.doi.org/10.1109/icsda.2012.6422478.

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Joan Oakley, Molly. « Investigating The Eye Movements Of English L1 And Arabic L1 Speakers While Reading English Sentences. » Dans Qatar Foundation Annual Research Conference Proceedings. Hamad bin Khalifa University Press (HBKU Press), 2014. http://dx.doi.org/10.5339/qfarc.2014.sspp0611.

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Saha, Shambhu Nath, et Shyamal Kr Das Mandal. « Acoustic analysis of English lexical stress produced by native (L1) Bengali speakers compared to native (L1) English speakers ». Dans 2015 International Conference Oriental COCOSDA held jointly with 2015 Conference on Asian Spoken Language Research and Evaluation (O-COCOSDA/CASLRE). IEEE, 2015. http://dx.doi.org/10.1109/icsda.2015.7357874.

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Saha, Shambhu Nath, et Shyamal Kr Das Mandal. « Study of acoustic correlates of English lexical stress produced by native (L1) bengali speakers compared to native (L1) English speakers ». Dans Interspeech 2015. ISCA : ISCA, 2015. http://dx.doi.org/10.21437/interspeech.2015-257.

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Wayland, Ratree, et Takeshi Nozawa. « Calibrating rhythms in L1 Japanese and Japanese accented English ». Dans 178th Meeting of the Acoustical Society of America. ASA, 2019. http://dx.doi.org/10.1121/2.0001207.

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Visceglia, Tanya, Chao-yu Su et Chiu-yu Tseng. « Comparison of English narrow focus production by L1 English, Beijing and Taiwan Mandarin speakers ». Dans 2012 Oriental COCOSDA 2012 - International Conference on Speech Database and Assessments. IEEE, 2012. http://dx.doi.org/10.1109/icsda.2012.6422454.

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Balenović, Katica, et Slađana Čuljat. « The Use of English Collocations among Croatian L1 Polytechnic Students ». Dans 10th International Language Conference on »The Importance of Learning Professional Foreign Languages for Communication between Cultures«. Unviersity of Maribor Press, 2019. http://dx.doi.org/10.18690/978-961-286-252-7.1.

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Rapports d'organisations sur le sujet "L1 interference in English"

Crosby, Christiane. L1 Influence on L2 Intonation in Russian Speakers of English. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.1070.

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Hernández, Ana, Magaly Lavadenz et JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.

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