Thèses : « L1 interference in English »

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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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Islam, S. M. Ariful. « L1 Influence on the Spoken English Proficiency of Bengali Speakers ». Thesis, Högskolan Dalarna, Engelska, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:du-883.

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Frugård, Ingrid. « Norwegian L1 Speakers' Knowledge and Evaluation of English Nominal Phrases ». Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for språk og litteratur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-24274.

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The aim of this master thesis is to investigate the role of transfer in Norwegians’ use and evaluation of English nominal phrases. Twelve 16-year old Norwegian high school students and twelve Norwegian master-students perform an acceptability judgment test, evaluating 72 English sentences where 36 of them aim at investigating possible transfer elements of the different nominal systems. Most ratings seem to be within expectations and only certain elements seem to suggest any influence by negative transfer. The results show that proficiency does matter in the evaluation of the sentences and the master students show less trace of negative transfer than the high school students. The result also indicates that other factors influenced the ratings. These factors include the lexical and syntactical level of the sentences, and the naturalness or abnormality of the content of the sentences.

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Onditi, Tom L. S. « The acquisition of English wh-interrogatives by Dholuo L1 speakers ». Thesis, University of Reading, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239500.

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Crosby, Christiane Fleur. « L1 Influence on L2 Intonation in Russian Speakers of English ». PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1070.

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This thesis investigates the development of intonation in questions and L1 influence. It is a longitudinal study using data from classroom interaction over six ten-week terms. The data was from video recordings at the National Labsite for Adult ESOL at Portland State University.Yes-no/and wh-/questions from one Russian speaking learner of English were analyzed over time and by language support level. Both acoustic and perceptual analysis was done. The yes-no/questions showed a clear pattern of target-like boundary tones more often without language support than with language support. A much smaller percentage of wh-/questions were target-like. The influence of L1 on L2 intonation was evident in both the yes-no/and wh-questions, although more so in the wh-questions. There were some aspects of interlanguage observed and there was no change in intonation patterns over time to become more target-like. Implications for this study include the importance in teaching intonation explicitly and how classroom exercises may or may not facilitate the development of L2 intonation.

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Lechner, Simone [Verfasser], et Thomas [Akademischer Betreuer] Berg. « Second Language Acquisition of Demonstratives : A cross-linguistic, multi-directional study of L1 English, L1 German and L1 Japanese learners of L2 German, L2 English and L2 Japanese / Simone Lechner ; Betreuer : Thomas Berg ». Hamburg : Staats- und Universitätsbibliothek Hamburg, 2020. http://d-nb.info/1215292465/34.

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Bahumaid, Showqi Ali. « Lexical interference of English in colloquial Aden Arabic ». Thesis, University of Exeter, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276867.

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Pongpairoj, Nattama. « Variability in second language article production : a comparison of L1 Thai and L1 French learners of L2 English ». Thesis, University of York, 2008. http://etheses.whiterose.ac.uk/11083/.

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This thesis explores variability in second language (L2) production of English articles by speakers whose first language (Ll) is Thai (-articles), and compares it with proficiency-matched learners whose Ll is French (+articles). The thesis addresses a current debate on whether variability in production of second language functional morphology stems from representational deficits or from processing problems in production. The investigation of L2 article production was focused on tightly defined pairs of contexts for which different theoretical positions would predict different learner behaviours. Experiments were designed which measured the level of article omissions (a) in adjectivally premodified noun phrases (Art + Adj + N) vs. non-modified phrases (Art + N), (b) with first vs. second mention definite referents, and (c) with more vs. less attended (less salient) referents. A further study explored article substitution errors, in particular the alleged overuse of the indefinite article in [+definite; -specific] contexts and the definite article in [-definite; +specific] contexts. Results suggest that Ll Thai learners of L2 English, but not Ll French learners of L2 English, omit articles more (a) in adjectivally premodified than in non-modified contexts, (b) with second than with first mention definite referents, and (c) with more attended than with less attended referents. It is argued that these results point against the view that variability in production of L2 morphology stems from processing problems in production only (i.e. the view that assumes that L2 syntax must be target-like), and that they support the view that the variability stems from representational problems, with further knock-on effects on processing. In particular, the results are interpreted as consistent with the combined predictions of the Syntactic Misanalysis Hypothesis (Trenkic 2007) and the Information Load Hypothesis (Almor 1999). The results of the study investigating article substitutions show that Ll Thai learners of L2 English, but not Ll French learners of L2 English, oversupplied the definite article in fill-in-the-gap tasks in [-definite; +specific] contexts, but only when the speaker explicitly claimed personal familiarity with the referent - not when the speaker explicitly denied persona' familiarity with the referent. Similarly, they also oversupplied the indefinite article in [+definite] contexts whenever the speaker denied familiarity with the referent, irrespective of whether the context was [+specific] or [-specific]. This suggests that LI Thai learners of English accept familiarity with identifying attributes of a referent as a possible criterion for the use of the definite article, and non-familiarity as a criterion for the use of the indefinite article. The results are interpreted as arguing against the suggestion that L2 English article choices are UG-regulated (cf. lonin, Ko and Wexler 2004). The results are shown to be consistent with the predictions of the Syntactic Misanalysis Hypothesis instead. The results of empirical investigations conducted in this thesis contribute to the debate on causes ofvariability in production ofL2 functional morphology. The observed patterns of L2 English article omissions and substitutions seem more consistent with the view that variable production stems from non-target-like syntax.

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Chen, Selma Shu-Mei. « The effects of L1 word order and English proficiency on non-English speakers' sentence processing ». Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720150.

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This study is a partial replication of Davison & Lutz's (1984) experiment. It was designed to test if L1 word order and English proficiency are involved in non-native speakers' sentence processing. This study concentrates on the roles of syntax and pragmatics/semantics in sentence processing. By comparing two corresponding syntactic structures with similar meanings but different forms in context, we can detect the different degrees of the salient property of a certain NP. The perception of the salient NP is related to the definition of the sentence topic, which functions as the link between the sentence and the discourse. The salient NP can be identified by applying our linguistic knowledge, syntactic rules, and our real world knowledge, pragmatic principles,. The choice of syntactic structure is conditioned heavily by pragmatic principles. It is believed that response times correspond to the degrees of salience.Sixty international students participated in the experiment. Stimulus sentences were presented with a computer program and response times were recorded in seconds by the computer automatically. A cloze test was given for the measuring of English proficiency.The data collected were analyzed with SPSS-X. The MANOVA was carried out to compare the differences between VO/OV language types, target sentences (transformed and untransformed ones), five types of syntactic constructions, and the interactions ofword order by target sentences, target sentences by syntactic constructions, and L1 word order by target sentences by syntactic constructions. The response times for English proficiency were used as a post hoc variable. Significance was set at .05.The results revealed that there was a significant difference across five syntactic constructions (p < .05). The other tests were not significant. Two important limitations on this study are problems arising out of randomization parameters in the experiment, and the lack of lower level English proficiency subjects.
Department of English

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Lockett, Makayla Adrianne. « Circulation of the Native Language in ESL Environments : Correlations Between L1 Perceptions and L1 Use in the English Classroom ». University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461932305.

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Ghuma, Masoud Amoh. « The transferability of reading strategies between L1 (Arabic) and L2 (English) ». Thesis, Durham University, 2011. http://etheses.dur.ac.uk/924/.

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Relationships between learners’ languages were usually studied in the form of tracing transfer of linguistic items from one language to the other. This study explored the Libyans university students’ transferability of reading strategies from the first language (Arabic) to the foreign language (English) and vice versa. In a foreign language environment, textbooks are usually the only medium for practising reading in that language. Reading textbooks prescribed in Basic Education and Secondary Education were explored to highlight the reading strategies the students practised and to answer the following research questions: (1) What reading strategies are presented in first language (L1) reading textbooks and in English as foreign language (L2) reading textbooks? Are there any differences in the reading strategies introduced in L1 reading textbooks and L2 reading textbooks? Results of comparing the strategies addressed in L1 and L2 reading textbooks indicated that some of the strategies were presented in one language’s reading textbooks rather than in those of the other language. Based on textbook analyses, two Cloze tests (one in Arabic and the other in English) were developed and administered to first year university students in three colleges in North West Libya. These tests were used to define good and poor readers and used as a basis for providing a reading environment in which they might use their reading strategies. In each college, and after defining good and poor achievers in the Cloze test, two subjects from each group were interviewed. These interviewees were selected through stratified sampling and random sampling, respectively. The first group of interview questions investigated the reading strategies used during the Cloze tests while the second group sought to examine the reading strategies mentioned by the subjects in suggested reading situations based on the data collected from the textbooks. This procedure was carried out to answer the following research questions: What reading strategies does a representative sample of first year university students use in L1 reading and in L2 reading? Do the participants transfer any reading strategies (presented in the textbooks) from L1 to L2 or vice versa? If yes, what L1 reading strategies do good and poor readers transfer to L2 reading comprehension? And what L2 reading strategies do good and poor readers transfer to L1 reading comprehension? Results from the interviews indicated that good and poor readers alike transferred certain reading strategies between the two languages (Arabic and English). These strategies were mainly local, i.e. relevant to single words and sentences. However, some strategies were transferred only by good readers. These strategies were holistic i.e. they required awareness and account of the discourse. These results indicate that transferability is affected not only by readers’ ability but also by the kind of strategy he or she uses, i.e. whether it is local or universal. Moreover, it can be concluded that textbooks are not the only source of learning reading strategies. This study suggests there may be a far wider potential than within one country where more than one language are learned for reviewing reading strategies, implicit or intentional, in L2 textbooks and the extent to which learners are able to respond to them.

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Sarko, Ghisseh. « The acquisition of the English article system by L1 Syrian Arab and French learners of English ». Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.502137.

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It is widely reported that second language (L2) speakers of English diverge from native speakers in their use of articles (the, a, 0) in two ways: they omit articles where they are required, and they assign interpretations to articles that are not those assigned by native speakers (Huebner, 1985; Ionin et al., 2004; Lardiere, 2004; 2005; Parrish, 1987; Robertson, 2000; Thomas, 1989; White, 2003a). Many of these studies have focused on speakers whose Us s lack articles (Korean, Russian, Japanese, Turkish). Within the framework of the Full Transfer/Full Access hypothesis about L2 acquisition (Schwartz and Sprouse, 1996), a number of proposals for explaining this divergence have emerged: articles are omitted because learners have difficulty mapping abstract syntactic representations into phonological forms (the Missing Surface Inflection Hypothesis-White, 2003a); learners assign non-target interpretations to articles because they are fluctuating between the definite and specific values of an article choice parameter (the Fluctuation Hypothesis-Ionin et al., 2004), or they have difficulty with `feature assembly' in the L2 (Hawkins et al., 2006; Lardiere, 2005). The predictions for speakers of Us that have articles that encode definiteness appear to be that these speakers will show much less divergence when they acquire English, although there is currently little evidence relating to such speakers. In this thesis, existing hypotheses about divergence in the use of English articles by non native speakers are tested in the context of LI speakers of Syrian Arabic and French. Syrian Arabic differs from English in having no phonologically overt exponent of indefiniteness; French differs from English in requiring phonologically overt exponents of definiteness/indefiniteness in all contexts. Evidence was collected from participants (including a control group of native speakers) through a forced-choice elicitation task, an oral story re-call task and a written production task. Results suggest that both Syrian Arabic and French speakers use English articles differently from speakers of LIs that lack articles, and differently from each other. Neither group shows evidence of fluctuating between definite and specific interpretations of articles (unlike speakers of article-less LIs), but the Syrian Arabic speakers in particular appear to have divergent knowledge of article distribution by comparison with the French speakers. It is argued that these findings are consistent with Full Transfer of the properties of the L1 initially, followed by restructuring towards target use of English articles, consistent with Full Access to Universal Grammar. Persistent non-target-like use of articles appears to be a problem of `feature reassembly'.

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Lin, Hsing-Yin Cynthia. « Phonological interference between English and Chinese when learning Mandarin ». online access from Digital Dissertation Consortium, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3266508.

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Flowers, Candice April. « Backward Transfer of Apology Strategies from Japanese to English : Do English L1 Speakers Use Japanese-Style Apologies When Speaking English ? » BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6953.

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When learning a second language, there are elements of a learner's native language that can transfer and are exhibited during production in the second language. This can extend not only to the way things are said but even to gestures that are language- and speech-act-specific. However, there is evidence that the same can occur backwards, that is to say that elements of a second language can be exhibited during production of one's native language (Pavlenko and Jarvis, 2002). This study focuses on English L1 learners of Japanese who have spent significant time both in country and learning the language to see if they exhibit Japanese tendencies when performing apologies in their native English. Comparisons between those with no Japanese experience were made with those who had extensive Japanese experience. Through video recordings of 45 participants engaging in six apology-induced scenarios (non-Japanese, n=24; Japanese, n=21), the participants showed that backward transfer occurs with repetition of IFIDs and nonverbal cues. Further research through different methods can be more telling.

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Tang, Hoi-yee Cindy. « L1 effect on L2 acquisition an investigation on Hong Kong bilinguals / ». Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36964335.

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Alenezi, Yousef M. « Acquisition of collocational information in English by L1 speakers of Kuwaiti Arabic ». Thesis, University of Essex, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.601669.

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Collocations are sequences like tell the truth, waste of time where the constituents involved co-occur more frequently than other, potentially equally meaningful combinations (say the truth, misuse of time). Along with other 'conventionalized' forms of language, they are often cla imed to represent the bulk of the language that we hear/read or produce ourselves (Wray, 2012). There has been considerable debate in research into second language (l2) acquisition about whether L21earners acquire knowledge of collocations in the same way that native speakers do, and what the best method might be for encouraging the acqu isition of knowledge of collocations in the context of the classroom. The present study situates knowledge of collocations within what is known about how native and non-native speakers store words in t heir mental lexicons. Then, following a review of studies of collocational knowledge in native and l2 speakers, three experiments are reported that looked at whether II speakers of Kuwaiti Arabic could extract collocational information from incidental encounters with them in language material designed for other purposes. Both number of encounters and the form of collocations in the stimuli and test materials were manipulated. Results show that even after a single incidental encounter participants establish a memory t race for the target collocations, although the more encounters there are the stronger the effe ct on memory. The form in which the collocations are encountered in the stimu li (inflected versus uninf lected) appears to play no role in the strength of subsequent memory for those collocations. The implications of the findings for how collocations should be presented to classroom learners are discussed.

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Almahboob, Ibrahim. « The L2 acquisition of English articles by L1 speakers of Saudi Arabic ». Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.510489.

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The English article system has long been one of the difficult elements of the English language to learn and to teach. Previous studies on this topic by Huebner (1985), Parrish (1987), Master (1987), and Thomas (1989) among others, have investigated this topic in light of the Bickerton's feature distinction of [± Specific Referent; ± Hearer Knowledge]. However, this feature distinction falls short of accounting for a number of finer semantic distinctions. In recent work by Ionin (2003a), Ionin et al. (2004), and Hawkins et al. (2006) among others, the feature distinction [±specific; ±definite] was used. In the studies by Ionin it was proposed that speakers of an articleless LI learning an L2 that has a two articles system would fluctuate between the two values of an Article Choice Parameter (ACP). The first value having a definiteness setting, and the second value having a specificity setting. In their study they left open the question of how Ll speakers of a language with articles learning an L2 with articles would interact with the ACP. Hawkins et al. (2006) answered this question and found that their L2 subjects with articleless LIs fluctuated between the settings of the ACP similar to Ionin's subjects; however the L2 subjects who had an L 1 with articles did not fluctuate. The present work is considered an extension to the work by Ionin et al. (2004) and Hawkins et al. (2006) in that it investigated how Ll Arabic speakers learning L2 English interacted with the ACP parameter in light of the fact that Ll Arabic has an overt definite marker al-, and an unarguably vague marker of indefiniteness. The present study considered the responses of the Ll Arabic speakers learning L2 English in a number of different contexts (definite vs. indefinite; specific vs. non-specific; no-scope vs. narrow scope; generic vs. nongeneric). Tow tasks were used to gather language samples. The first was a forced choice elicitation task and the second was a written production task. The results of the forced choice elicitation task showed that the L 1 Arabic speakers learning L2 English transferred the properties of Ll definite al- to L2 English in all definite contexts, thus supporting the findings in Hawkins et al. (2006). In addition it was found that the L 1 Arabic speakers learning L2 English fluctuated between the settings of the ACP in specific indefinite contexts. It is argued that findings in this work are consistent with the Full Transfer/Full Access (FT/FA) hypothesis of Schwartz and Sprouse (1994; 1996).

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Farmer, Jean L. « Language choices of English L1 learners in a Western Cape high school ». Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2586.

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Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2009.
This research focuses on the language repertoire, patterns of language use and language preferences of learners from Afrikaans homes, who are registered in the English first language classes in a particular Western Cape High School. Out interest is in how a profile of the linguistic resources of such learners and the context in which their linguistic identity develops may contribute to a perceived process of language shift in the bilingual/multilingual community where they learn and live. SCHOOL A is multi-racial and multi-lingual, with a large component of "coloured" learners living in a nearby predominantly-Afrikaans community. The thesis investigates the linguistic preferences and patterns of language choice and language use of the selected group of learners across various domains, notably at home, with relatives, at school, with peers and in their religious communities. Data from various sources is presented and discussed in detail to illustrate the variety of language skills of English L1 learners between the ages of 15 and 17 in Grades 10 and 11. This will give an impression of how multilingual a given section of the local high school population is. The profile tests whether home language or academic language has a greater influence on the later language choice of learners whose parents use Afrikaans as home language and who have English as LOLT, meaning that these learners possibly possess considerable skills in at least two languages. The data was collected by means of limited access to school records, questionnaires filled out by learners, interviews with a number of learners and a couple of parents of such learners. This gives a very good impression of which languages learners know, which they used most, which they prefer where the choice is between English/Afrikaans bilingualism, English only, Afrikaans only, or codemixed Afrikaans/English). The thesis reports on the linguistic repertoire and preferences, and also on reasons given by learners and parents for their selection of one or more of the various community languages in the different domains. Consideration is given to the possible accommodation of these learners as first language users of English which is largely a second language in the community, by other community members and institutions such as school and church. The critical interest of this thesis is to determine the nature and extent of perceived language shift in this selected community of learners at a particular Western Cape high school, and to consider whether such a shift is indicative of a more extensive process of marginalization of Afrikaans in a community that historically had a strong Afrikaans identity.

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Matsunaga, Keiko. « L1 transfer of lexical argument structure in the L2 acquisition of English : ». Thesis, University of Essex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437838.

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Gisslén, Ida. « Mandarin L1 speakers’ difficulty with phonetic perception in English as an L2 ». Thesis, Högskolan i Gävle, Engelska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35993.

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The study focuses on three research questions. The first question addresses whether it is possible to improve phonetic perception in English as an L2 for Chinese primary school children speaking Mandarin as an L1, through the didactic methods High Variability Phonetic Training and Onset Rhyme Detection Test. The second question addresses if it is possible to improve phonetic perception over a short period of time, using didactic methods focused on improving phonetic perception during two sessions for each method. The third and last question addresses, if it is one of the two didactic methods, High Variability Phonetic Training and Onset Rhyme Detection Test, is better than the other in a short-term learning situation. Forty-five students participated in the study, divided into three groups; one was a control group. Two groups received treatment, one with the Onset Rhyme Detection Test and the other High Variability Phonetic Training method. All groups conducted a pretest and posttest. The results revealed that the two methods used had some positive effect on the development of phonetic perception for Chinese primary school children. Through didactic methods, it is possible to improve phonetic perception to some extent, even during a short period of time.

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Alsuhaibani, Yasser. « The perceptions and practice of L1 Arabic in Saudi university English classrooms ». Thesis, University of Newcastle upon Tyne, 2015. http://hdl.handle.net/10443/2980.

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During the last four decades, investigations into the use of L1 in L2 classroom have dramatically increased, gaining widespread attention. The current case study took place in the English Department of a Saudi university Teachers College where students are prepared to be EFL teachers after graduating from the BA program. The case study examined the perceptions of teachers, administrators and students, as well as the teachers’ and students’ actual uses of Arabic and their frequency in English language classrooms. In order to reach a good understanding of this issue, three tools were used: two questionnaires, which were answered by 178 students and 18 teachers; 16 interviews (seven students, seven teachers and two administrators); and 13 classroom observations (generally two classroom observations for one teacher). Results of the three methods showed facilitative uses of Arabic by both teachers and students, despite some conflicts between the theoretical understanding of using L1 and how to employ it in the L2 classroom. The findings also revealed that the institutional policy can play a vital role in using or avoiding students’ mother tongue in the classroom. Some of the factors that emerged in the study were students having fluent parents or teachers holding a specific degree, which significantly influenced participants’ opinions of using L1, actual use of L1 and amount of L1 used in the classroom. Teachers and students showed that they preferred using Arabic in certain situations for specific reasons, e.g. explaining a difficult concept to save time; whereas administrators held stricter opinions against the use of L1. A few negative classroom uses of Arabic, nonetheless, were also noted, for instance, students overusing Arabic while working in groups in the classroom. Other issues were revealed in the study, such as the use of Arabic by native English-speaking teachers who have spent some time in Saudi Arabia. The reasons behind utilizing Arabic in the English classroom and the functions of these uses were also discussed.

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Oakley, Joan. « Coming from different directions : a comparison of the eye movements of English L1 and Arabic L1 speakers reading in English and the implementation of an intensive reading intervention programme ». Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/124063/.

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Eye movements have been widely used to investigate cognitive processes during first language (L1) reading and in the last few years it has become more common for applied linguists to use eye tracking technology to examine topics that had previously been investigated using off-line measures (Conklin & Pellicer-Sánchez, 2016). However, few eye movement studies have investigated Arabic L1 speakers reading in English, although there have been numerous studies which showed that this population experiences great difficulty learning to read in English (see, for example, Abu-Rabia, 1997b; Fender, 2003, 2008; Hayes-Harb, 2006; Randall, 2007; Randall & Groom, 2009; Randall & Meara, 1988; Ryan, 1997; Ryan & Meara, 1991; Saigh & Schmitt, 2012; Thompson-Panos & Thomas-Ruzic, 1983). There is general consensus in the literature that these problems are related to inefficient processing of English vowels. The overall aim of this thesis was to investigate the causes of the reading difficulties I observed with my own students and then to devise a barrage of pedagogical interventions which would remediate these problems. The research was comprised of two studies. The aim of Study One of the present research was to investigate the differences in eye movements between skilled English L1 (N=36) and Arabic L1 EFL participants (N=39) reading English sentences. Study One found that the Arabic L1 participants displayed eye movements which were significantly different from the patterns exhibited by the English L1 participants, and were indicative of potentially less efficient cognitive processes. These differences were demonstrated in 10 of the 11 metrics calculated. Specifically, the Arabic L1 EFL participants exhibited significantly more and longer fixations than the English L1 participants. They also made significantly more and shorter (forward) saccades than the English L1 group. Furthermore, data analysis showed a highly significant difference between the two groups in visits on vowels and consonants. Study One constitutes an important contribution to the literature on the difficulties experienced by Arabic L1 students learning to read in English. It demonstrates that their eye movements are significantly different from those of skilled English L1 readers. Little or no work exists which investigates any differences in allotment of visual attention when comparing the eye movements on vowels and consonants of Arabic L1 and English L1 speakers as they read sentences in English. The finding that the Arabic L1 EFL participants spent more time attending to vowels than did the English L1 participants questions the ‘vowel blindness’ hypothesis as proposed by Ryan and Meara (1991). This refers to the assumption that Arabic L1 speakers “lack an awareness of the function which vowels perform in English” (Ryan, 1997, p. 189) and consequently do not recognize or attend to them. The aim of Study Two was to investigate the effects of focused reading interventions on the eye movement patterns and overall reading proficiency of Arabic L1 EFL students. Study Two was a quasi-experimental study which compared two groups of proficiency-matched Arabic L1 EFL learners (N= 39), before and after an intensive reading intervention programme during a 14-week semester at a technical college in Qatar. It included two intact classes in the experimental group (N=20) which received reading interventions consisting of textual enhancement, phonemic awareness, spelling, tracking exercises, rapid word recognition and oral text fluency and two intact classes in the control group which received regular classroom instruction (N=19). The effect of the treatment on reading test scores was analysed using a 2-way repeated ANOVA. Analysis of total reading scores showed a significant main effect for time, but no significant main effect for experimental condition. To investigate the eye movements of the two groups before and after treatment, this phase of the study used the same eye tracking metrics employed in Study One. Results showed there was no statistically significant interaction between the experimental group and time, indicating that both the treatment and control groups showed improvement in their eye tracking measures during the 14 weeks. Study Two is the first study to investigate a barrage of pedagogical interventions on the eye movements and reading proficiency of Arabic L1 EFL students. Although the interventions did not produce statistically significant results, the study provides a building block for future studies using focused pedagogical interventions with this particular group of learners.

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Galvao, Gabriela. « Linguistic interference in translated academic texts : : A case study of Portuguese interference in abstracts translated into English ». Thesis, Växjö University, School of Humanities, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5255.

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AbstractThis study deals with linguistic interference in abstracts of scientific papers translated fromPortuguese into English collected from the online scientific database SciELO. The aim of thisstudy is to analyze linguistic interference phenomena in 50 abstracts from the field ofhumanities, history, social sciences, technology and natural sciences. The types ofinterference discussed are syntactic/grammatical, lexical/semantic and pragmatic interference.This study is mainly qualitative. Therefore, the qualitative method was used, in order to findout what kinds of interference phenomena occur in the abstracts, analyze the possible reasonsfor their occurrence and present some suggestions to avoid the problems discussed. Besides, aquantitative analysis was carried out to interpret the results (figures and percentages) of thestudy. The analysis is aimed at providing some guidance for future translations. This studyconcluded that translations from a Romance language (in this case Portuguese) into aGermanic language (English) tend to be more objective and/or sometimes lose originalmeanings attributed in the source text. Another important finding was that abstracts from thehumanities, history and social sciences present more cases of interference phenomena than theones belonging to technology and natural sciences. These findings imply that many abstractswithin these areas have high probability to be subject to the phenomena discussed and,consequently, have parts of their original meaning lost or misinterpreted in the target texts.Keywords: abstracts, bilingualism, cross-linguistic influence, linguistic interference, linguistictransfer, non-native speakers of English, Portuguese-English interference, source text, targettext, translation.

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Tucker, Daniel. « Scope Licensing in English Sentences Containing Universal Quantifiers and Negation by L1-Mandarin Chinese L2-English Adult Learners ». OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1188.

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Recent research in both native (L1) and non-native (L2) knowledge of quantifier scope has led to a number of competing beliefs about the nature of learner knowledge. With regard to native knowledge, it has been noted in the literature that there is a discrepancy between L1 child and adult performance in quantifier interpretation. This observed mismatch has led to the formulation of two conflicting analyses of the L1 data. Philip (1991, 1992, and 1995) and others (Philip and Takahashi, 1991; Roeper, Strauss and Pearson, 2004, 2005; DelliCarpini, 2003) propose that quantification is a natural acquisition process constrained by Universal Grammar (UG) in which children progressively mature in their competence until they converge upon an adult grammar. Conversely, Crain (1995, 1996, and 1998) and others (Musolino, Crain and Thornton, 2000; Musolino and Lidz, 2006) maintain that children as young as five years old have a mature competence and that the failure to apply semantic principles is the result of the infelicitous nature of experimental task items. Essentially, the former account posits imperfect child L1 competence, while the latter asserts perfect competence. Similar research in the non-native (L2) knowledge of quantifier scope has been motivated by two essential questions: 1) Is adult L2 acquisition constrained by the same innate linguistic mechanisms as L1 acquisition; and 2) what is the role of L1 knowledge in adult L2 acquisition? (Marsden, 2004b: 9). In consideration of these questions, two main approaches have been devised as predictive models (following Epstein, Flynn and Martohardjono, 1996; Grüter, Lieberman and Gualmini, 2008, 2010). Under the Full Transfer hypothesis, the learner is predicted to approach an L2 with the same values, settings and preferences of the L1, whereas under the Full Access account, the L2 learner is informed by the Language Faculty directly without the intervening effects of the L1 (Grüter et al., 2008: 47). A third approach, Schwartz and Sprouse's (1996) model, unites both Full Access and Full Transfer to explain L2 acquisition. The present study explores L1 Mandarin knowledge of L2 English quantifier scope in order to address the issue of perfect vs. imperfect competence (as applied to SLA), as well as the matter of access to UG vs. L1 transfer. Incorporating insights from DelliCarpini (2003), I first assess the presence of symmetric and exhaustive responses, which are indicative of an immature grammar. Crucially, I use one group (n=11) of L2 English speakers (low intermediate and advanced) in order to test for a maturational discrepancy that would putatively differ according to proficiency. Secondly, I identify a potential poverty of the stimulus situation: L1 transfer cannot account for the L2 acquisition of English non-isomorphic scope licensing by native speakers of Mandarin Chinese due to the Isomorphic Principle (Aoun and Li, 1993). If demonstrated, the ability of L2 learners to converge upon this semantic principle (non-isomorphism) will serve as potential evidence for access to Universal Grammar in adult non-native learners.

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Wong, Shiu-yu Winnie. « Agrumentative writing in L1 Chinese and L2 English : a study of secondary six students in Hong Kong / ». Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709351.

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Hall, Bernadette. « Investigating lexical understanding : a study of EAL and L1 primary pupils ». Thesis, Brunel University, 2002. http://bura.brunel.ac.uk/handle/2438/5365.

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The increasing multicultural and multilingual population of the UK has set new challenges for the education system. This study focuses on a particular aspect of this, namely pupils in schools in the city of Leicester who use English as an additional language (EAL). It compares their lexical understanding with that of their monolingual English-speaking peers, when both sets of pupils appeared to have attained the same surface proficiency in reading. This work also investigates teachers' awareness of any lexical comprehension gap that might exist for their EAL pupils. These key issues could not be studied in isolation, so this research was set in a sociocultural framework. This drew together social and cultural strands to give a situational understanding of the target pupils in city schools. It encompassed their teachers' observations and perceptions through a series of thirty interviews undertaken with these practitioners. This was complemented by interviews with ten key management personnel from the Language Support Service undertaken to investigate the objectives of the Service, and how successfully these were implemented in schools. The empirical research of this study was a Vocabulary Test undertaken with one hundred primary school pupils to test the key hypothesis that EAL pupils' lexical understanding was not as comprehensive as that of their L1 peers. Fifty of the pupils used English as an additional language, forming the EAL group of this study, and these were matched with fifty monolingual English-speaking pupils, the L1 group. The results of the Vocabulary Test substantiated this hypothesis for the target lexemes included in the test, and they also substantiated the additional hypothesis that mainstream teachers did not always fully recognise lexical misunderstandings that their EAL pupils might have. The research was classroom-based, and incorporated some principles of action research. A key factor in the action research paradigm has been disseminating the finding to schools and to teachers to effect changes in classroom practice by increasing awareness of lexical difficulties that EAL pupils might have. For this study, the dissemination has taken the form of Vocabulary Workshops for school staff, and these are ongoing at the present time. The workshops are designed to help teachers enhance EAL pupils' understanding of lexis in English and their learning through English.

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Melhem, Woroud. « Investigating variability in the acquisition of English functional categories by L1 speakers of Latakian Syrian Arabic and L1 speakers of Mandarin Chinese ». Thesis, University of Essex, 2016. http://repository.essex.ac.uk/18722/.

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A widely studied L2 behaviour in the SLA literature is that of the inconsistency in the production of functional morphology by advanced and endstate L2 learners. The level of inconsistency seems to vary among L2 learners, for instance, SD, a Turkish endstate learner of English (White 2003a) was highly accurate in the production of English inflectional morphology compared with Patty, also an endstate learner of English whose L1 is Chinese (Lardiere 2007). The literature is divided on whether to consider the absence of overt morphology in L2 performance to be a reflection of underlying syntax, thus indicating the absence of corresponding syntactic features, or whether it is an indication of a missing surface inflection only. A proponent of the first account is Hawkins (2009) who claims that a deficit in the L2 syntax, exemplified by the inability of L2 learners to acquire uninterpretable features not instantiated in the L1 grammar beyond the critical period causes the inconsistent suppliance of functional morphology in the interlanguage. On the other hand, Lardiere (2008) and Goad et al. (2003) describe types of post-syntactic problems causing variability: difficulty in mapping between different components of the grammar, and L1 transfer of prosodic structures, respectively. To test the claims of the above hypotheses, this study provides comparative data from two groups of L2 learners who differ with respect to the L1: Latakian Syrian Arabic or Mandarin Chinese. These two languages differ from each other in terms of which functional features are overtly represented in the morphosyntax, but are similar in the manner functional material is prosodified in relation to stems. Results based on the data collected do not lend support to claims of L1 prosodic transfer; they are rather compatible with an account that combines claims from both the Representational Deficit Hypothesis and the Feature Re-assembly hypothesis.

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Zawawi, Abdalkarim. « Quantifying syntactic priming in oral production : a corpus-based investigation into dyadic interaction of L1-L1 and L2-L2 speakers of English ». Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/89900/.

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It is well established that speakers are inclined to repeat themselves or their interlocutors in native language (L1) and second language (L2) conversations. This phenomenon is largely attributed to priming, whereby exposure to a given language form, i.e. prime, facilitates its processing or that of a related form in a subsequent language production, i.e. target. The present study uses an innovative combination of corpus-linguistic methods and manual analyses to identify syntactic priming of verb-particle constructions (e.g., taking out a paper vs. taking a paper out), the dative construction (e.g., giving Emma a paper vs. giving a paper to Emma) and the caused-motion construction (e.g., putting the money in Emma’s pocket), which shares its constituent structure with the prepositional dative and its semantics with both dative alternation variants. These constructions are studied in task-based free dialogues among native English and L1- German L2 speakers of English. Binary logistic regressions from a generalized linear model (GLM) are employed to disentangle the priming effect from other factors that might be predictors for the target. The analysis of all three constructions controls for interaction between primes and prime-target pair intervening distance, lexical boost and speaker identity. The verb-particle construction results show no evidence for priming as an independent predictor of verb-particle variant reproduction in L1-L1 and L2-L2 conversations. In both language conditions, the reuse of verb-particle constructions can largely be explained by the same set of factors, i.e. the syllable length of the direct object and whether it is new to the discourse. The dative alternation analysis reveals evidence for priming in the L1-L1 and L2-L2 conversations even when controlling for various discourse-related predictors. In the former condition, the difference in length between the target’s themes and recipients and the discourse accessibility of the theme, along with prime-target pair distance and structural similarity, are found to be the best predictors for the target. In the L2-L2 language condition, seven factors are found to best predict the target in the L2 conversations in addition to the identity of the prime, e.g., the pronominality and animacy of the recipient and the concreteness of the theme. The caused-motion analysis shows that it is amenable to priming even though more double object targets follow the caused-motion primes than prepositional dative targets, which are structurally similar to the caused-motion primes. The study finds little support for the relevance of the prime-target distance to the strength of priming across constructions and language conditions. The results also show that the magnitude of priming is unaffected by the identity of the prime-target pair speaker across constructions and language conditions. Finally, (partial) lexical overlap (the so-called lexical boost) is found to encourage the reuse of particle placement primes in the L2-L2 condition (e.g., take out the money – put back the money). For the dative alternation analysis, only some lexical factors (e.g., primetarget main verb lemma match and the semantic class of the target’s main verb) boost the magnitude of dative alternation priming in the L2-L2, but not the L1-L1 language condition. In addition, a shared main verb lemma seems to increase the likelihood of reused caused-motion primes. Taken together, these results indicate that the L1-L1 and L2-L2 reuse of primed constructions is conditioned by the shared constituent structure between prime-target pairs, but also by the mapping of syntactic features to semantic and lexical features of the primed sentence.

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Monaghan, Dunja. « Basic reading skills in L1 and L2, a comparison of Croatian and English ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29166.pdf.

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O'Brien, de Ramirez Kathleen. « SILENT, ORAL, L1, L2, FRENCH AND ENGLISH READING THROUGH EYE MOVEMENTS AND MISCUES ». Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194211.

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During 24 silent and oral readings of Guy de Maupassant and Arthur C. Clarke short stories (1294 and 1516 words) by proficient multilinguals, movement of the left eye was tracked and utterances were recorded. Three hypotheses investigate universality in the reading process: reading in English is similar in reading speed, miscues, and eye movements to reading in French (chapter 4); reading in a first, or native language (L1), is similar in reading speed, miscues, and eye movements to reading in a second, or later acquired, language (L2) (chapter 5); silent reading is similar to oral reading in reading speed and eye movements (chapter 6). Hypothesis are partially confirmed; implications are drawn for teaching and research.Silent reading is consistently faster than oral reading, with a mean difference of 28.7%. Reading speed is similar in English and French, but interacts differently with language experience: L2 readers of English read 50% slower than L1 readers, while in French, L2 readers read 13% faster.Retelling scores demonstrate a slight comprehension advantage for oral reading over silent, a wider range after oral than after silent, L1 readers having a slight advantage over L2 readers, and improved scores after second readings. Proscribing rereading to increase oral accuracy may disadvantage some readers: Second oral readings in English (but not in French) produced more miscues than first oral readings. This requires further study with tightly controlled groups. Overall, English readings produced 36% more miscues than French readings.Mean fixation durations are slightly longer during silent than oral reading, and show little variation between English and French reading. Wide variation in reading speed (L1/L2, silent/oral) is not reflected in mean eye fixation durations, although language dominance show an effect in French, where fixations during L1 readings are 18.6% shorter than during L2 readings.Individual variation is a factor. Emotional affect, poetic style, construction of syntax, and attention to metaphor are all observed in this EMMA data. Future analysis of this database may look at anaphoric relations, metaphor, how texts teach; and how readers develop narrative, verb phases, syntactic, semantic, and pragmatic relations in complete textual discourse.

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Agiasophiti, Zoe. « An empirical psycholinguistic investigation of input processing and input enhancement in L1 English ». Thesis, University of Newcastle Upon Tyne, 2011. http://hdl.handle.net/10443/1454.

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Input Enhancement (IE) and Processing Instruction (PI) manipulate input in different ways in order to draw learners‟ attention to the target linguistic form. For IE the objective is to make input salient to make it more likely to become processed (Sharwood Smith, 1991; 1993). For PI the aim is to force learners to process the target form in order to decode the meaning of the sentence (VanPatten, 1996; 2004). Studies in PI and IE have shown positive effects for instruction, with explicit and more obtrusive types of PI and IE instruction being more effective than less explicit and less obtrusive (Norris and Ortega, 2000; Doughty, 2003; Lee and Huang, 2008). Despite promising results, the validity of PI and IE studies has been questioned because of small sample sizes and short time lapses before the administration of the delayed post-test (Norris and Ortega, 2000; Doughty, 2003; Lee and Huang, 2008). In addition, the theoretical underpinnings of PI (and to some extent IE studies [see Sharwood Smith and Trenkic, 2001] have been criticised for being vague and adopting outdated psycholinguistic theories (Carroll, 2004; DeKeyser et al. 2002; Collentine, 2004). The present study examines the L2 acquisition of German V2 and case marking and investigates if and to what extent PI, IE, the combination of the two compared to no targeted instruction are effective in the acquisition of the target form in the short and long term. A hundred and thirty one secondary school English learners of German were randomly assigned to four groups, namely: +IE –PI, -IE+PI, +IE +PI, -IE –PI and received a two day instruction. An online pre-test, immediate post-test and delayed post-test including error correction, comprehension, production and interpretation tasks were administered. The +IE+PI group performed significantly better than the other groups in both immediate and delayed post-tests, according to the following hierarchy: +IE+PI>PI>IE>C. The results are discussed in the light of the theories traditionally thought to underpin PI and IE, and Modular Online Growth and Use of Language (MOGUL) is used to provide a more sophisticated and coherent interpretation of the results obtained (Sharwood Smith and Truscott, 2004, 2005; Truscott and Sharwood Smith, 2004; Sharwood Smith and Truscott, in prep.). The present study‟s findings provide support that combining PI and IE is more effective as a teaching intervention than the sole application of the two and/or no instruction. PI can successfully alter learners‟ strategies when processing German OVS sentences by forcing them to pay attention to word order and case marking. IE is successful in drawing learners‟ attention to the target linguistic form, although gains are short lived. However, it remains to be seen whether the benefits of the combined method, which are maintained to some extent in the delayed post-test, are still present in the longer term.

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Ling, Hiu-yan, et 凌曉欣. « Production of English /r/ and /w/ by Cantonese L1 speakers in Hong Kong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45161926.

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Cazzoli-Goeta, Marcela A. « The L2 acquisition of Spanish non-nominative subjects by adult L1 English speakers ». Thesis, Durham University, 2006. http://etheses.dur.ac.uk/2657/.

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This study investigates the adult second language (L2) acquisition of non- nominative, non-agentive subjects, a particular feature of the Spanish language also shared by other Indo-European and South Asian languages. The existence of non- nominative elements in Spec, IP with subject-like properties is well-documented in the literature. One of the first attempts to account for this phenomenon in Romance languages is Belletti and Rizzi (1988) on Italian. Masullo (1992, 1993) extends the analysis to Spanish, proposing the Non-Nominative Subject (NNSub) Parameter, whereby a language allows NNSubs as part of its core grammar only if nominative case is assigned in situ. Spanish NNSubs can appear in unaccusative, dethematized, as well as impersonal constructions, and can be dative, accusative, or locative. These constituents are shown in Masullo (1992, 1993) not to occupy an A-bar position above IP, like topics and left-dislocated constituents, but rather Spec, IP, moving from the VP to satisfy the Extended Projection Principle. Languages like English and French, in which nominative case is checked in Spec, BP, disallow NNSubs.The aim of this study is to understand the processes involved in the acquisition language (LI) in the process of acquisition. A study involving three groups of adult English L2 learners of Spanish at a British university and a control group was carried out to determine if L2 learners with a [-NNSub] LÍ setting can reset the parameter to the Spanish [+NNSub] value. The learners belonged to one of three language levels: Intermediate, Advanced and Advanced+ according to the number of years spent at university and their contact with Spanish in a Spanish speaking country. The test battery involved an aural preference task, an elicited imitation task, and a picture description task. Hypothesis A predicted that Intermediate L2 learners would show clear L1 effects on their data and that the NNSub parameter would not show resetting. Hypothesis в predicted that the more advanced L2 learners would be able to reset the NNSub parameter to accommodate NNSubs and dative case in their interlanguage. Results from the aural preference and the elicited imitation tasks show correspondence between the results per category in both tasks. Knowledge of unaccusativity and NNSubs develops steadily up to the Advanced level but it suffers a decline with the Advanced+ learners. Results from the picture description task show that competence increases from the Intermediate to the Advanced level but that the percentage of non-target forms either stays at the same level or goes up with respect to the Advanced+ group. This regression seen in the Advanced^ data might be explained by the recent exposure to naturalistic input that the Advanced learners had just had. The L2 data do not show enough evidence that the NNSub parameter has been reset. Most of the grammatical utterances contain the verbs gustar 'like' and doler 'hurt', verbs which are part of the teaching curriculum. On the other hand, grammatical utterances involving other unaccusative verbs with NNSubs are rare. The fact that teaching of these verbs is insufficient does not help the L2 learners overcome the learnability problem posed by the input. This problem stems from the L2 input not showing clear-cut signals to tell learners which verbs require a NNSub. In addition to this, native speakers' use of optional structures to substitute the constructions with NNSubs makes NNSubs even less salient in the input.

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Chan, Cecilia Yuet Hung. « The aquisition of restrictive relative clauses by Chinese L1 learners of L2 English ». Thesis, University of Essex, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282526.

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Perkins, Ria. « Linguistic identifiers of L1 Persian speakers writing in English : NLID for authorship analysis ». Thesis, Aston University, 2014. http://publications.aston.ac.uk/21410/.

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This research focuses on Native Language Identification (NLID), and in particular, on the linguistic identifiers of L1 Persian speakers writing in English. This project comprises three sub-studies; the first study devises a coding system to account for interlingual features present in a corpus of L1 Persian speakers blogging in English, and a corpus of L1 English blogs. Study One then demonstrates that it is possible to use interlingual identifiers to distinguish authorship by L1 Persian speakers. Study Two examines the coding system in relation to the L1 Persian corpus and a corpus of L1 Azeri and L1 Pashto speakers. The findings of this section indicate that the NLID method and features designed are able to discriminate between L1 influences from different languages. Study Three focuses on elicited data, in which participants were tasked with disguising their language to appear as L1 Persian speakers writing in English. This study indicated that there was a significant difference between the features in the L1 Persian corpus, and the corpus of disguise texts. The findings of this research indicate that NLID and the coding system devised have a very strong potential to aid forensic authorship analysis in investigative situations. Unlike existing research, this project focuses predominantly on blogs, as opposed to student data, making the findings more appropriate to forensic casework data.

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McCullough, Elizabeth A. « Acoustic correlates of perceived foreign accent in non-native English ». The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374052897.

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Yuen, Dick-yan Dennis, et 源迪恩. « A comparison of oral and written composition in L1 Chinese and L2 English in an L2 English medium school ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958424.

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Yuen, Dick-yan Dennis. « A comparison of oral and written composition in L1 Chinese and L2 English in an L2 English medium school ». Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14036435.

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Tang, Hoi-yee Cindy, et 鄧凱兒. « L1 effect on L2 acquisition : an investigationon Hong Kong bilinguals ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36964335.

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Van, den Heever Cornelius Marthinus. « Tswana first language interference on English vowels / C.M. van den Heever ». Thesis, Potchefstroom University for Christian Higher Education, 1999. http://hdl.handle.net/10394/2283.

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Haqq, Swiyya Aminah. « EFFECTS OF L1 INSTRUCTION ON ERRORS IN PRESENT PROGRESSIVE USE IN AN ESL/IEP ENVIRONMENT BY ARABIC SPEAKING ENGLISH L2 LEARNERS ». OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1605.

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Throughout the history of English Language teaching, the pendulum of L1 use has shifted drastically depending on the method that had gained prominence during a particular period of time. Today, that pendulum has yet to settle and the use of a learner's first language during instruction in a second language classroom continues to be an issue of serious debate. This study aimed to examine the effect of L1 use in instruction on the performance of low proficiency level learners on a grammar task of the present and progressives tenses in an ESL/IEP environment. To determine its effect, the 24 Arabic speaking English learners participating in the study were divided into two groups, an English-Only instruction group and an English & Arabic instruction group and an instrument with three item types (items with adverbials, non-action verbs and context clues that determined tense use) was created. The participants were given the instrument as a pre-and post-test before and after instruction on present and progressive tense use in either English only or English and Arabic according to the group. After the post-test, the students took a survey intended to ascertain their perceptions of the instruction they received. The quantitative data was analyzed using descriptive statistics and independent and dependent t-tests to draw comparisons between the means of the performance scores of both groups and within each group over the pre- and post-tests. Additionally, the quantitative data from the survey underwent content analysis to discover themes for student preference for instructional language use in the classroom. The resultant findings showed that the participants in the English & Arabic Group performed better on the grammar task and had greater percent increases from the pre-test to the post-test than the English-Only Group. The means of the total performance score and of the question types exhibited these same increases. The surveys indicated that the participants in the English & Arabic Group understood their instruction better and a majority of the participants preferred the use of both English and Arabic during grammar instruction irrespective of language instructional group during the treatment. This study showed that the use of L1 in the classroom has measureable positive effects on the learning of the students. Moreover, it has contributed to the growing body of research in favor of L1 use in the classroom and has considerable implications for the field of second language teaching.

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Thèses sur le sujet « L1 interference in English »

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