To see the other types of publications on this topic, follow the link: Contrastive Interlanguage Analysi.
Journal articles on the topic 'Contrastive Interlanguage Analysi'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 48 journal articles for your research on the topic 'Contrastive Interlanguage Analysi.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Granger, Sylviane. "Contrastive interlanguage analysis." International Journal of Learner Corpus Research 1, no. 1 (March 23, 2015): 7–24. http://dx.doi.org/10.1075/ijlcr.1.1.01gra.
Full textAbstract:
Since its introduction in 1996, Contrastive Interlanguage Analysis (CIA) has become a highly popular method in Learner Corpus Research. Its comparative design has made it possible to uncover a wide range of features distinctive of learner language and assess their degree of generalizability across learner populations. At the same time, however, the method has drawn criticism on several fronts. The purpose of this article is threefold: to provide a brief overview of CIA research, to discuss the main criticisms the method has faced in recent years and to present a revised model, CIA², which makes the central role played by variation in interlanguage studies more explicit and is generally more in line with the current state of foreign language theory and practice.
2
Gilquin, Gaëtanelle. "The Integrated Contrastive Model." Languages in Contrast 3, no. 1 (December 31, 2001): 95–123. http://dx.doi.org/10.1075/lic.3.1.05gil.
Full textAbstract:
This article shows how the approach of Contrastive Analysis can be combined with that of Contrastive Interlanguage Analysis in what has been called the Integrated Contrastive Model (Granger 1996a). Through the illustration of English and French causative constructions, it is demonstrated that corpus contrastive data can help explain some of the characteristics of learners’ interlanguage and thus throw new light on the key notion of transfer, which emerges as a more complex phenomenon than was traditionally assumed.
3
Yildiz, Mustafa, and Ümit Deniz Turan. "CONTRASTIVE INTERLANGUAGE ANALYSIS OF EVIDENTIALITY IN PHD DISSERTATIONS." Discourse and Interaction 14, no. 1 (June 28, 2021): 124–52. http://dx.doi.org/10.5817/di2021-1-124.
Full textAbstract:
The present study investigates evidentiality in its broadest sense (Chafe 1986) in PhD dissertations as a genre of academic writing. For this purpose, Chafe’s taxonomy (1986), revised by Ifantidou (2001), has been used as a framework in order to analyze three different groups of datasets, including one group of native speakers of English and two groups of non-native speakers: a group of Turkish speakers of English and the other non-native speakers with diff erent L1 backgrounds. The texts of these three groups are examined in order to fi nd out whether the native language of the participants is a factor in the choice of evidential markers. The results show that the native speakers of English use evidential markers more frequently compared to the non-native authors. In terms of the Native Language/Interlanguage comparison in Contrastive Interlanguage Analysis (Granger 1996, 1998), the overall use of evidentiality reveals that non-native authors do not show native-like features in the use of evidentiality. In terms of the Interlanguage/Interlanguage comparison, Turkish authors of academic texts diff er from the authors with various native language backgrounds in terms of the use of evidentiality.
4
Bosch, B. "Die Afrikaans van Engelssprekende universiteitstudente: intertaalperspektiewe." Literator 19, no. 2 (April 30, 1998): 13–30. http://dx.doi.org/10.4102/lit.v19i2.519.
Full textAbstract:
The Afrikaans of English-speaking university students: interlanguage perspectives This article examines the syntactic performance of English-speaking university students who are learning Afrikaans for academic purposes. The learners' errors are discussed within the theoretical framework of interlanguage, and special attention is given to the analysis and explanation of these errors. Finally, the advantages and practical implications of teaching Afrikaans to English-speaking university students within a contrastive interlanguage paradigm are discussed.
5
Talay, Mustapha. "A contrastive perspective on Moroccan learners’ (in) directness in their interlanguage requests." Studies in Pragmatics and Discourse Analysis 3, no. 1 (July 25, 2022): 21–32. http://dx.doi.org/10.48185/spda.v3i1.510.
Full textAbstract:
This study investigated interlanguage request performance by Moroccan learners of English (MLs) from a contrastive perspective. More specifically, it explored how MLs’ interlanguage requests converged or diverged from English Natives’ (ENs) requests in the use of strategy types and (in) directness. First, a contrastive pragmatic analysis of requests by Moroccan natives (MNs) and ENs is deemed necessary to provide native baseline data and establish MNs’ and ENs’ pragmatic norms of request performance. Second, an interlanguage request analysis is conducted to reveal the pragmatic features of MLs’ requests. The three sets of data for this study were collected via an open questionnaire as it serves the purpose of this investigation. The results revealed that MLs deviated from the ENs’ pragmatic norms of (in) directness, mostly by falling back on their native pragmatic norms, which bears testimony to pragmatic transfer. Requests do not seem to be conceived of in the same way by MNs and ENs, and MLs transferred their native request conception when performing in English. MLs used more direct strategies. The study predicts instances of cross-cultural misunderstanding and pragmatic failure in intercultural encounters between MLs and ENs, which is likely to cause undesirable cross-cultural clichés and stereotypes. The paper suggests some pedagogical implications to alleviate this problem among MLs. .
6
Saeed Al-Sobhi, Bandar Mohammad. "The Nitty-gritty of Language Learners’ Errors – Contrastive Analysis, Error Analysis and Interlanguage." International Journal of Education and Literacy Studies 7, no. 3 (July 31, 2019): 49. http://dx.doi.org/10.7575/aiac.ijels.v.7n.3p.49.
Full textAbstract:
The major aim of the current paper is to review and discuss three prevailing approaches to the study of Second Language Acquisition (SLA) since the middle of the twentieth century: Contrastive Analysis (CA, henceforth), Error Analysis (EA) and Interlanguage (IL). It begins with a general overview of how the CA approach was formulated and developed and discusses the three versions of CA which were displaced later by other approaches, such as EA and IL. The paper also provides an in-depth theoretical discussion of the notion of EA in terms of its definitions, goals, significance, development, causes and procedures. The discussion about the SLA approaches concludes with a review of IL which claims that language learners produce a separate linguistic system with its own salient features, which differs from their L1 and target language. Additionally, a bulk of previous studies conducted on EA in different contexts are reviewed throughout the paper.
7
Grümpel, Claudia. "Interlanguage studies in a cross cultural context: the interlanguage of Spanish speakers (L1) in an approach English (L2), German (L3)." Revista Alicantina de Estudios Ingleses, no. 22 (November 15, 2009): 315. http://dx.doi.org/10.14198/raei.2009.22.18.
Full textAbstract:
This paper focuses on the acquisition of word order in German by adult native speakers of Spanish in an institutional context (longitudinal study) and a contrastive study on children and adolescent acquisition using transversal tests. The theoretical framework is based on generative grammar analysis proposed for verb placement in German and a review of recent acquisition studies. Analyses of verb movement account for an underlying subject-verb-object order for all languages proposed by Zwart (1993, 1997) based on parallel works by Kayne (1993, 1994) and Chomsky (1993, 1995).
8
Lin, Yen-Liang. "Contrastive analysis of adolescent learner interlanguage in asynchronous online communication: A keyness approach." System 55 (December 2015): 53–62. http://dx.doi.org/10.1016/j.system.2015.08.011.
Full text
9
Shimada, Kazunari. "Contrastive Interlanguage Analysis of Discourse Markers Used by Nonnative and Native English Speakers." JALT Journal 36, no. 1 (May 1, 2014): 47. http://dx.doi.org/10.37546/jaltjj36.1-3.
Full textAbstract:
In this study, the use of discourse markers (DMs) in the speech of Japanese learners of English was investigated. To explore the features of their DM use, corpora of nonnative and native English speakers’ speech were analysed using the methodology called Contrastive Interlanguage Analysis. A frequency analysis of DMs revealed significant differences between Japanese learners’ and native speakers’ speech, supporting earlier findings. Quantitative and qualitative analyses of the learner corpus data suggest that Japanese learners may use the marker so more frequently than other nonnative English learners, while also using certain interpersonal or cognitive function markers such as you know, I mean, and just less frequently. The findings suggest the need for language instructors and materials writers to understand the characteristics of Japanese learners’ interlanguage and to provide them with appropriately designed DM input. 本研究は、日本人英語学習者の話し言葉における談話標識（discourse markers: DMs）の使用を調べたものである。日本人英語学習者のDMs使用の特徴を探るために、対照中間言語分析の手法に基づき、非英語母語話者と英語母語話者の話し言葉コーパスを分析した。まず、日本人英語学習者と英語母語話者の話し言葉におけるDMsの使用頻度を分析したところ、先行研究と同じく、大きな差が見られた。次に、非英語母語話者の話し言葉を量的・質的の両面で分析した結果、日本人英語学習者が、他の非英語母語話者に比べてsoを多く使用し、you know, I mean, justなどの対人関係的、認知的機能をもつDMsをあまり使用しないことが明らかになった。その結果は、教師や教材作成者が日本人英語学習者の中間言語の特徴を理解し、学習者に対して慎重にDMsをインプットしていく必要性があることを示唆している。
10
Gibriel, Mariam. "Crosslinguistic Influence on EFL Students’ Writing : A Contrastive Analysis Study of Interlanguage Errors." Journal of AsiaTEFL 17, no. 3 (September 30, 2020): 1077–84. http://dx.doi.org/10.18823/asiatefl.2020.17.3.24.1077.
Full text
11
Lumabi, Bethany Marie Cabantac, and Jeremie Monter Maleon. "ENGLISH AND TAGALOG VOCABULARY OF PRESCHOOLERS: A CONTRASTIVE ANALYSIS." LLT Journal: A Journal on Language and Language Teaching 25, no. 1 (April 29, 2022): 63–81. http://dx.doi.org/10.24071/llt.v25i1.4494.
Full textAbstract:
In Philippine schools, the standard use of English and Tagalog is emphasized; code switching is discouraged. Therefore, parents of children who are exposed to and are trying to learn either of these languages, their L2 mind distinguishes correct usage of its features to avoid confusion and acquisition difficulties. Considerably, the English language acquisition in the Philippines is both influenced by nationwide use of the language in the households and communities, and exposure to information technology; both are deemed necessary in English literacy and prestige. Consequently, this case study contrasted the lexical and contextual features of L1 and L2 learned vocabulary words of pre-schoolers (male and female) to recognize their L2 acquisition difficulty and contextual cues as perceived by the parents of the subjects based on children’s personal, cognitive, and cultural attributes. Through qualitative method using the contrastive analysis hypothesis established by Lado (1957), this study supports the interlanguage of English and Tagalog; children can acquire lexical and contextual L1 and L2 prior to their formal schooling.
12
ten Thije, Jan D. "Interculturele Communicatie." Toegepaste Taalwetenschap in Artikelen 82 (January 1, 2009): 31–43. http://dx.doi.org/10.1075/ttwia.82.04thi.
Full textAbstract:
Intercultural communication is a fast growing interdisciplinary research field. Its interdisciplinary character leads to four types of linguistic analysis which build on each other: 1. contrastive analysis, 2. interlanguage analysis, 3. interaction analysis, 4. transfer analysis. In this article, Master theses using these types of analyses (except the interlanguage analysis) are presented in relation to each other. The studies are mosdy explorative because there are few methods, concepts that are readily applicable in this relatively new field. However, the studies show the relevance of each of the methods of analysis. The contrast of analysis supplies insights necessary for an interaction analysis, since the latter detects the effects of cultural differences in ongoing discourse. Moreover, the interaction analysis investigates structures that can not be traced back to the cultures in contact and result from the contact itself. The results of both contrast and interaction analysis are necessary to study how aspects of intercultural competence can be taught and learned, which the focus of transfer analysis is.
13
Florou, Katerina. "Contrastive Corpus Analysis: Investigating the Use of Opinion Verbs in Italian by Greek Learners." Global Research in Higher Education 3, no. 2 (March 25, 2020): p1. http://dx.doi.org/10.22158/grhe.v3n2p1.
Full textAbstract:
In this paper, we investigate the usage of opinion verbs in Italian as a foreign language and any errors this usage may cause, taking into account intralanguage and interlanguage factors. First of all, we analyze the frequency of opinion verb types, in a Greek corpus of native speakers and we investigate the frequency of the same type of verbs in an Italian Translator Learner Corpus compiled by the same learners. Secondly, we explore to what extent there are errors regarding the use of opinion verbs. The data will show that learners, in some cases, commit errors because of their mother tongue influence while in others they avoid using opinion verbs because of this particular lack of knowledge.
14
Abdelmohsen, Moustafa Mohamed. "Arab EFL Learners’ Writing Errors: A Contrastive Error Analysis Study." British Journal of English Language Linguistics 10, no. 4 (April 15, 2022): 1–17. http://dx.doi.org/10.37745/bjel.2013/vol10n4117.
Full textAbstract:
The present study delved into the impact of students' L1 (Arabic) morphosyntactic system on their L2 writing skills; the influence of Arabic socio-cultural and educational context (where students learn L2) on students’ writing; students’ attitude towards L2 writing and EFL teachers’ perceptions and interpretations of students' writing difficulties. The study was conducted in 8 public higher education institutions in Oman. The participants of the study were 598 Omani EFL students who studied at The General Foundation Program and 54 EFL teachers. The study was underpinned by two theories: transfer of learning theory (Thorndike & Woodworth, 1901) and interlanguage theory (Selinker, 1972). The conceptual framework was arrived at by employing two models, contrastive analysis (CA) and error analysis (EA). A mixed-methods approach was used to collect quantitative and qualitative data employing a questionnaire, semi-structured interview, and a writing test (essay writing). The findings revealed that students’ intralingual (L2 rules) errors were larger than their interlingual (L1 interference) errors. It was also found that students had a positive attitude towards L2 learning. Further, the teachers’ interviews confirmed that teachers were cognizant of students’ writing errors but they could not identify and determine the sources of those errors.
15
Bemani Naeini, Ma'ssoumeh. "Articles in English L1–Persian L2 interlanguage: Transferability or task variation?" Global Journal of Foreign Language Teaching 8, no. 1 (March 12, 2018): 45–62. http://dx.doi.org/10.18844/gjflt.v8i1.3225.
Full textAbstract:
Aiming at describing variation in second-language acquisition and particularly, addressing the role of linguistic features and tasks, this paper describes the use of Persian articles in the interlanguage (IL) produced by two adult English L1 learners of Persian L2. Using a combination of contrastive analysis and error analysis, it takes the stand of idiosyncrasy in meaning, rather than form and the notion of specificity-based articles to identify and predict some possible instances of transfer across six elicitation tasks. It also intends to investigate whether any of the contextual features may variably influence the learners’ IL. Providing evidence for the role of transferability from the viewpoint of semantic concerns, results describe the existence of variation in relation to task, rather than just linguistic form in the subjects’ IL system.
Keywords: Articles, English L1, L1 transferability, Persian L2, task-based variation.
16
Chen, Jingwen. "A Corpus-based Study of Chinese EFL Learners’ Employment of although." English Language Teaching 10, no. 8 (July 6, 2017): 51. http://dx.doi.org/10.5539/elt.v10n8p51.
Full textAbstract:
Although is a frequently used subordinating conjunction in English. However, non-nativeness is often observed in Chinese EFL learners’ although output during pedagogical practice. This paper aims at exploring the characteristics of Chinese EFL learners’ although employment in Chinese EFL learners’ writing. The study is a corpus-based analysis launched under the analytical framework of contrastive interlanguage analysis. The interlanguage hypothesis lays the theoretical foundation of the present study. Texts from two corpora—the Chinese learner English corpus [CLEC] and the “arts and humanities” disciplinary group of the British academic written English corpus [sub-BAWEC]—are analyzed both quantitatively and qualitatively with the help of concordance software Antconc 3.2.1 and statistics program PASW Statistics 18. Based on the findings, conclusions are drawn as follows: 1) Chinese EFL learners tend to underuse although and produce mono-structural although clauses in their writing. Nevertheless, they share similar preference on deciding although placement in clauses with native English speakers; and 2) Factors such as interlingual difference between English and Mandarin Chinese, pedagogical neglect in English classrooms and different cognitive styles influence Chinese EFL learners’ although employment.
17
Roszko, Roman. "Lexical exponents of hypothetical modality in Polish and Lithuanian." Cognitive Studies | Études cognitives, no. 12 (November 24, 2015): 15–25. http://dx.doi.org/10.11649/cs.2012.001.
Full textAbstract:
Lexical exponents of hypothetical modality in Polish and LithuanianThe article focuses on the lexical exponents of hypothetical modality in Polish and Lithuanian. The purpose for comparing and contrasting the lexical exponents of hypothetical modality is not only to identify all the lexemes in both languages but also find the answer to the following question: whether the morphological exponents of hypothetical modality (so-called modus relativus) familiar to the Lithuanian language have/had an influence on limiting the number of the lexical exponents and the frequency of using these exponents in the Lithuanian language (in comparison with Polish).To analyse both the languages there is used the method of theoretical contrastive studies, which the most important features are: (1) orienting the studies from the content grounds to the formal grounds, (2) using a semantic interlanguage as tertium comparationis. First of all, the content of hypothetical modality and its definition and paraphrase is given here. Next, the gradational character of this category is discussed. There are distinguished six groups of lexemes expressing the corresponding degrees of hypothetical modality — from a shadow of uncertainty (minimal degree of probability) to an almost complete certainty (maximum degree of probability). The experimental Polish-Lithuanian corpus is widely applied in the studies.
18
Xu, Qi. "Application of Learner Corpora to Second Language Learning and Teaching: An Overview." English Language Teaching 9, no. 8 (June 11, 2016): 46. http://dx.doi.org/10.5539/elt.v9n8p46.
Full textAbstract:
<p>The paper gives an overview of learner corpora and their application to second language learning and teaching. It is proposed that there are four core components in learner corpus research, namely, corpus linguistics expertise, a good background in linguistic theory, knowledge of SLA theory, and a good understanding of foreign language teaching issues (Granger, 2009). Based on the above components, the present paper first introduces learner corpora, then reviews literature concerning the application of corpus linguistics to SLA by means of contrastive interlanguage analysis, and at last discusses the relationship between learner corpora and foreign language teaching.</p>
19
Mahmood, Ayad Hameed, and Ibrahim Mohammed Ali Murad. "Approaching the Language of the Second Language Learner: Interlanguage and the Models Before." English Language Teaching 11, no. 10 (September 16, 2018): 95. http://dx.doi.org/10.5539/elt.v11n10p95.
Full textAbstract:
The present paper attempts to provide a critical evaluation of the most prominent pedagogical models that have dealt with the language of the second language (L2) learner starting from the second half of the 20th century. The three most influential approaches in the domain are investigated in this study: contrastive analysis (CA), error analysis (EA), and interlanguage (IL). Each of these models is tackled in terms of its beginning, psychological background, essential tenets, mechanism, and its pedagogical value. Prominently, this work is aimed at teasing apart the confusion that surrounds the fields of acquiring second/foreign language. It also endeavors to clear out the overlapping of both terminology and concept that cloud these areas. Focus is placed on IL owing to the dominant share of attention it has received from researchers and applied linguists who have found many of their questions answered and many information-gaps filled in with this theory. This review paper is an extract of an in-progress PhD dissertation on interlanguage pragmatics of Kurdish university EFL learners, which is an applied study addressing both the pragmalinguistic and sociopragmatic knowledge of the students.
20
Poluzhyn, Ivan. "COMPARATIVE AND CONFRONTATION APPROACH TO THE ANALYSIS OF INTERLANGUAGE PHRASEOLOGICAL CORRELATIONS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 60–63. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-60-63.
Full textAbstract:
The article deals with the fact of late comparative and confrontation studies in the field of phraseology combine in themselves the whole complicated complex of culture and psychology of ethnos, f unique way of its figurative thinking. Therefore the problems of sphere search, points of different language contacts, their phraseological stocks provokes a significant interest of linguists today and envisages the necessity of a detailed description of both universal and individual possibilities of phrase functioning. The article accentuates the indisputable fact a comparative and confrontation method gives every possibility for a profound study of functioning specificity in a concrete language, to add available information by means of comparison and contrastive studies of language units. However, it is noted that at all preferencies of comparative and confrontation methods phraseology studies of nowadays face a number of difficulties which can be explained by the insufficient treatment of theoretical problems of phraseology and the lack of unanimous principles of lexicographic elaboration of phraseological stock of different languages in comparative and confrontation plane. Insufficient phrase semantics study finds its reflection in discrepancies, which occur in the issues of stock, limits and methods of studying comparative and confrontation phraseology from the point of view of lexicographic theory and practice. Till the present day the criteria of defining phraseological units have not yet been finally established, there is also lack of thoughts concerning categorical properties of this language unit. Taking into account aspect, functional and sense correlation between concrete phrasemes of Ukrainian and English enabled to propose the following qualitative types of interlanguage correlations: identity, lexical variability or structural synonymy, hypero-hyponymy, stylistical conclusion is drawn that practically the same qualitative types of semantic correlations are seen within each of the languages under investigation, however, with the difference that instead of direct identity of components and structure an indirect identity of their regular meanings is available and these correlations underlie the possibility of translating into another language.
21
Al-Gahtani, Saad. "Sequence Organization of Requests among Australian English and Saudi Arabic Speakers: A Contrastive Study." Arabica 64, no. 5-6 (November 7, 2017): 761–84. http://dx.doi.org/10.1163/15700585-12341471.
Full textAbstract:
Abstract Previous research on cross-cultural pragmatics has primarily focused on how native speakers of different languages perform speech acts in relation to politeness and directness. However, Gabriele Kasper (2006), among others, has called for adopting a more discursive approach rather than analyzing data according to the Cross-Cultural Speech Act Realization Project (ccsarp) coding scheme. Therefore, this paper used Conversation Analysis for Interlanguage Pragmatics to investigate sequence organization of requests in Australian English and Saudi Arabic using role-play scenarios. It specifically examined pre-expansions, pre-pres, accounts in request turn, insert-expansions, and post-expansions, and the extent to which the social variable power affects them. The results showed that both languages shared some regularities in aspects of sequence organization but differed in others. Power influenced the production of some regularities in both languages.
22
Yakut, Ilyas, and Fatma Yuvayapan. "Forms and functions of self-repetitions in spoken discourse: A corpus linguistics analysis of L1 and L2 English." Topics in Linguistics 23, no. 1 (June 1, 2022): 83–96. http://dx.doi.org/10.2478/topling-2022-0007.
Full textAbstract:
Abstract Self-repetitions as a compensation strategy potentially have a powerful influence on maintaining communication in L1 and L2 contexts. By subjecting two comparable corpora to contrastive interlanguage analysis, in the present study we explored the use of self-repetitions by L1 speakers of English and Turkish speakers of English and their structural and functional distributions. The results indicated that while L1 English speakers tended to utilize repetitions as fillers, L2 English speakers employed considerably more repetitions as self-initiated self-repairs. The results of the study suggest that, despite being used for different purposes, self-repetition occurs in L1 and L2 English speech indicating that self-repetitions cannot be associated with disfluency as long as they do not hinder the flow of speech. For this reason, raising L2 learners’ awareness might help them prevent breakdowns in L2 communication.
23
Vuuren, Sanne van, Janine Berns, and Marketa Bank. "Strategies of clausal postmodification in learner English." International Journal of Learner Corpus Research 8, no. 2 (December 31, 2022): 157–89. http://dx.doi.org/10.1075/ijlcr.21013.vuu.
Full textAbstract:
Abstract The difficulty of automatically extracting syntactic structures from authentic learner data has previously limited the kinds of questions addressed by means of Contrastive Interlanguage Analysis (CIA; Granger, 2015), or has forced researchers to resort to manual analysis of smaller corpora. This study responds to the call for greater use of parsed corpora by using automated parsing and refined corpus analysis software to investigate advanced EFL learners’ use of relative and participial clauses for nominal postmodification. The use of clausal postmodifiers inside the noun phrase may be seen as a marker of proficiency and syntactic maturity in academic writing, but the proportional use of relative and participial clauses for nominal postmodification may also be subject to L1 transfer. To investigate the role of transfer and syntactic maturity in the use of nominal postmodification, we compare texts written by Dutch EFL learners with those produced by learners from typologically distinct L1s, i.e. Czech and French, and by native speakers of English. Use of participial clauses and relative clauses in Dutch learners’ EFL texts is then compared with their use in L1 Dutch. The high degree of L1-interlanguage congruity suggests that transfer plays an important role in the Dutch learners’ strong preference for relative clauses for nominal postmodification. Based on the comparison with both other learner groups, we hypothesize that such transfer effects in the use of clausal postmodification can only emerge once the learner has reached a sufficient level of syntactic maturity in the target language.
24
Parithep Kohdtkam. "Linguistic and Cultural Differences Influencing Thai to English Translation: On the Qualitative Data Suggesting Techniques Employed by Third Year Students, Ubon Ratchathani Rajabhat University, Thailand." Middle East Journal of TEFL 2, no. 2 (December 30, 2022): 6–23. http://dx.doi.org/10.56498/438222022.
Full textAbstract:
Linguistic and cultural differences between Thai and English underlie expected errors through both formal and informal observations of language productions in the Thai context. In a Thai-to-English translation task by 138 participants, contrastive analysis is used to analyze the structural similarities and differences between the source language and the target language together with error analysis and interlanguage theories (Spolsky, 1979; Lennon, 2008; Gass & Selinker, 2008; Kantè, 2014; Kantè, 2015) attempting to investigate the interlanguage system of the participants while dealing with the task in hand. With the use of formal cooperative learning groups under the Cooperative Language Learning method (Richards & Rodgers, 2001: 192-201) outside of the classroom for data collection, this 7-week long group work project of short story translation was assigned to third year students to see types of errors produced. The qualitative data indicate sources of L2 productions including direct translation, a lack of knowledge on grammatical features of lexical choices, overgeneralization of and innovations in culture-specific items, and rare exposure to target choices. The findings further suggest that the participants were prone to rely heavily on online translation machines or software and either online or printed dictionaries where all possible choices are provided without looking more carefully at which choices are appropriate for a certain context. In addition, for a task outside of the classroom in the digital age with easy online accessibility and distant teachers’ supervision, the ethical issue on plagiarism is to be intensively emphasized.
25
Maden-Weinberger, Ursula. "“Hätte, wäre, wenn…”." International Journal of Learner Corpus Research 1, no. 1 (March 23, 2015): 25–57. http://dx.doi.org/10.1075/ijlcr.1.1.02mad.
Full textAbstract:
The German subjunctive mood (‘Konjunktiv’) is a grammatical feature that attests to the freedom of human beings to step out of the boundaries of their immediate situation and explore new possibilities in hypothetical scenarios. It therefore plays a pivotal role in advanced learner argumentative writing, but due to its highly complex nature regarding both form and usage, the ‘Konjunktiv’ challenges learners on virtually all levels of linguistic knowledge. This paper presents the first learner corpus-based study of this phenomenon with a two-pronged Contrastive Interlanguage Analysis approach: comparing learner data to native-speaker data and learner data at different levels of proficiency using the Corpus of Learner German (CLEG). The investigation seeks to explain the detected patterns of over-, under- and misuse and developmental paths by drawing on cognitive theories of second language acquisition.
26
Eckman, Fred R. "Some Theoretical and Pedagogical Implications of the Markedness Differential Hypothesis." Studies in Second Language Acquisition 7, no. 3 (October 1985): 289–307. http://dx.doi.org/10.1017/s0272263100005544.
Full textAbstract:
This paper is intended as a programmatic contribution to the work of a number of scholars in second language acquisition (SLA) who are attempting to explain various facts about SLA in terms of an interaction between native-language transfer and language universals (Gass & Selinker, 1983). In the present paper, some of the theoretical assumptions and consequences of the Markedness Differential Hypothesis (MDH) (Eckman, 1977) are discussed in comparison with the Contrastive Analysis Hypothesis. Crucial differences between the two hypotheses are presented, and empirical evidence in favor of the MDH is reviewed. Pedagogical implications of the MDH are then taken up, and a strategy for interlanguage-intervention is discussed in light of an empirical study. Finally, several problems for the MDH which have been proposed in the literature are considered.
27
Van Vuuren, Sanne, and Janine Berns. "Same difference? L1 influence in the use of initial adverbials in English novice writing." International Review of Applied Linguistics in Language Teaching 56, no. 4 (November 27, 2018): 427–61. http://dx.doi.org/10.1515/iral-2016-0077.
Full textAbstract:
Abstract This paper examines the use of clause-initial adverbials in English novice writing. Previous research has identified frequent use of such adverbials as characteristic of Dutch EFL writing. Our contrastive corpus analysis of novice writing by Dutch and Francophone learners as well as native speakers allows us to determine whether this use of initial adverbials is (a) a V2 transfer effect, (b) a general interlanguage feature, independent of learners’ L1, or (c) a characteristic of novice writing in general, holding true for both native and non-native writers. We will show that both learner groups are ‘equally different’ from the native-speaker novice writers in their frequent use of initial adverbials, but appear to have distinct underlying reasons for this linguistic behaviour: Francophone writers place adverbials in initial position more often for stylistic purposes, while Dutch writers have a stronger tendency to use initial adverbials for local discourse linking.
28
Ağçam, Reyhan. "AUTHOR STANCE IN ACADEMIC WRITING: A CORPUS-BASED STUDY ON EPISTEMIC VERBS." Journal of Teaching English for Specific and Academic Purposes 3, no. 1 (May 20, 2015): 9. http://dx.doi.org/10.22190/jtesap1501009a.
Full textAbstract:
Stance refers to the lexical and grammatical expression of attitudes, feelings, judgments, or commitment concerning the propositional content of a message (Biber and Finegan, 1989). The present study focused on epistemic verbs used in conveying author stance in Academic English. Being corpus-based in design, it investigated whether native and non-native speakers of English significantly differ with respect to the use of these items through the Contrastive Interlanguage Analysis (Granger, 1996) of doctoral dissertations written by native, Turkish-speaking and Spanish-speaking speakers of English. Findings of the study have indicated that Turkish-speaking group tends to be more confident and the native and Spanish-speaking groups are relatively more cautious in their academic writing. The study ends with a couple of reasons for these particular findings and a few instructional suggestions for academic writing.This article has been corrected. Link to the correction https://doi.org/10.22190/JTESAP1902265E
29
Asri, Anindhiasti Ayu Kusuma, and Pineda Prima Yoga. "UNDERSTANDING ENGLISH PRONUNCIATION OF JAVANESE STUDENTS IN DUTABANGSA UNIVERSITY." FRASA: English Education and Literature Journal 2, no. 2 (September 27, 2021): 60–66. http://dx.doi.org/10.47701/frasa.v2i2.2029.
Full textAbstract:
It is obvious that ESL students in Indonesia have differences in their pronunciation. The aim of this paper is to depict the differing qualities of elocution which analyze in phonetics, and why the differing qualities exist, with center on ESL students' major issues in articulating (Q), (d), (f), (3), (tf), (d), that phonemes are articulated by ESL understudies in Solo Central Java. The research method is based on the principle of descriptive qualitative research. This paper is not talking about the term of error examination or contrastive analysis in articulation but it examines the term interlanguage. The result shows that they can pronounce phonemes (Q), (d), (f), (3), (tf), (d) if they do much practice, and also the subjects has difficulties in removing their mother tongue dialect. In this manner, their mistake is not taken as a mistake but as progress when ESL students learn a second language.
30
Deng, Fei, and Timothy V. Rasinski. "A Computer Corpus-Based Study of Chinese EFL Learners’ Use of Adverbial Connectors and Its Implications for Building a Language-Based Learning Environment." ACM Transactions on Asian and Low-Resource Language Information Processing 20, no. 5 (June 23, 2021): 1–16. http://dx.doi.org/10.1145/3457987.
Full textAbstract:
This research adopts the methodology of corpus-based analysis and contrastive interlanguage analysis (CIA), using three corpora as the data source to analyze the adverbial connectors used by Chinese EFL (English as a foreign language) learners (i.e., university students in Guangzhou, China) in their written English. Major findings show that Chinese EFL learners have displayed a general tendency to overuse English adverbial connectors in terms of total tokens when compared with native speakers of English, and Chinese EFL learners deviate notably from the native speakers of English in the use of some individual English adverbial connectors. The research explores that Chinese EFL learners’ use of English adverbial connectors might be influenced by L1 transfer, writing handbooks’ and teachers’ instruction, learners’ lack of audience awareness, and lack of stylistic awareness. The research has some implications for language learning: a large collection of learner corpora, a target language's native speakers corpus, a learner's mother language corpus, and corpus software AntConc can complement textbooks in language learners’ deep learning process, constituting a language-based learning environment for human languages with reduced perplexity and increased accuracy.
31
Li, Yanru. "Corpus-Based Error Analysis of Chinese Learners’ Use of High-Frequency Verb Take." English Language Teaching 15, no. 2 (January 26, 2022): 21. http://dx.doi.org/10.5539/elt.v15n2p21.
Full textAbstract:
This study investigated the erroneous use of the high-frequency verb TAKE by the Chinese college learners of English as a foreign language (EFL), aiming to identify the similarities and differences between Chinese EFL learners, aimed at finding out more effective ways for the teaching and researching of the high-frequency verbs. Corpus-based Contrastive Interlanguage Analysis and Error Analysis were carried out in the present study, with the subcorpora ST4 and ST6 of CLEC (Chinese Learner English Corpus) as the learner corpora.
The analyses involved the misuse of the verb TAKE by the Chinese EFL learners. The error analysis of TAKE was based on the classification in the corpus CLEC. From the perspective of the overall frequency, the ST6 learners commit fewer errors than the ST4 learners. From the perspective of error types, the ST6 learners and the ST4 learners have much in common. That is, the error types of “wd” and “cc” take up an overwhelming part of all the errors in both corpora. These errors are caused by some interlingual and intralingual factors such as language transfer, overgeneralization, and communication strategy. In comparison, in the process of EFL learning, the non-English majors are interfered by their mother tongue to a larger extend than the English majors.
32
Bryxina, Iraida. "Lexical competence development of the future linguist students in multilingualism terms." Tambov University Review. Series: Humanities, no. 180 (2019): 90–98. http://dx.doi.org/10.20310/1810-0201-2019-24-180-90-98.
Full textAbstract:
We consider the problem of the development of the lexical competence of the future linguists who study French language after English in the higher education system. We also analyze English borrowings in French language, consider their adaptation in the receiving language and reveal the semantic features of foreign words. It is disclosed that the lexical competence of a future linguist who studies French in multilingual terms, is the ability of the learner to determine the contextual meaning of foreign words, to compare the volume of their meanings in English, French and Russian languages, to explicate the meanings of words showing sensitivity to differences in lan-guages. Future linguists have the opportunity to learn the phenomena of the French language, ac-cept them, or through dialogue and textual analysis of linguistic information correct their mistakes. It is revealed that at the semantic stage of the integration of anglicisms into French language, their semantic expansion or restriction occurs. It is proved that the knowledge component of students’ lexical competence includes ideas about interlanguage lexical correspondences, word-formation structure of the word and their semantic features. Different strategies are used to study lexical units: searching for information in paper and electronic dictionaries, language supports, interlanguage contrasting exercises, which contribute to the improvement of the lexical competence of students in multilingualism terms. The use of information and communication technologies allows to develop receptive and productive lexical skills of students, contributes to the expansion of their vocabulary, leads to the development of future specialist’s awareness.
33
Chung, Tieu-Thuy, Luyen-Thi Bui, and Peter Crosthwaite. "Evaluative stance in Vietnamese and English writing by the same authors: A corpus-informed appraisal study." Research in Corpus Linguistics 10, no. 1 (2021): 1–30. http://dx.doi.org/10.32714/ricl.10.01.01.
Full textAbstract:
Appraisal theory (Martin and White 2005), an approach to discourse analysis dealing with evaluative language, has been previously employed in analysing newspaper articles and spoken discourses in several earlier studies, although it is gaining in popularity as a framework for comparing first and second (L1/L2) writing. This study investigated 40 English majors’ Vietnamese and English paragraphs for evaluative language, a key component of successful academic writing, as realised under Appraisal theory. To this purpose, we collected L1 Vietnamese and L2 English data from the same student writers across the same topics and using a corpus-informed Contrastive Interlanguage Analysis approach to the annotation and analysis of appraisal. A range of commonalities were present in the use of appraisal across the two language varieties, while the results also suggest significant differences between students’ evaluative expressions in Vietnamese as a mother tongue and English as a second or foreign language. This variation includes the comparative under- and over-use of specific appraisal resources employed in L1 and L2 writing respectively, in particular, regarding writers’ employment of attitudinal features. The findings serve to inform future pedagogical applications regarding explicit instruction in stance and appraisal features for novice L2 English writers in Vietnam.
34
Neupane, Nabaraj. "Second Language Acquisition as a Discipline: A Historical Perspective." Journal of NELTA Gandaki 2 (December 8, 2019): 55–64. http://dx.doi.org/10.3126/jong.v2i0.26603.
Full textAbstract:
Second language acquisition (SLA) generates and tests the theories concerning the acquisition of languages other than first language (L1) in different contexts. Even if SLA is a nascent discipline, its history is remarkable and helpful to seek the answers to the questions that researchers are raising in the field of second language or foreign language. Based on this context, this article aims to recount the history of the burgeoning discipline that heavily draws from numerous disciplines like linguistics, psychology, sociolinguistics, psycholinguistics, and so on. To achieve the objective, document analysis method has been used. The analysis and interpretation of the available documents exhibit that the traces of SLA were observed in the studies that address the issue of language transfer. Specifically, the diachronic study proves that the development of the discipline has undergone three evolving phases like background, formative, and developmental. The background phase caters for behaviourism, contrastive analysis hypothesis, and the attacks on the fundamental premises of behaviourism. The formative phase deals with Chomsky’s revolutionary steps, error analysis, interlanguane theory, morpheme order studies, and the Krashen’s monitor model that opened up the avenues for further studies of SLA. The developmental phase recounts various studies that have consolidated SLA as a separate discipline.
35
Gries, Stefan Th, and Sandra C. Deshors. "Using regressions to explore deviations between corpus data and a standard/target: two suggestions." Corpora 9, no. 1 (May 2014): 109–36. http://dx.doi.org/10.3366/cor.2014.0053.
Full textAbstract:
The main goal of this study is to develop more appropriate ways to study variation between corpus data that instantiate a linguistic standard or target on the one hand, and corpus data that are compared to that standard, or that represent speakers that may aspire to approximate the target (such as second- or foreign-language learners). Using the example of SLA/FLA research, we first, briefly, discuss a highly influential model, Granger's (1996) Contrastive Interlanguage Analysis (CIA), and the extent to which much current research fails to exploit this model to its full potential. Then, we outline a few methodological suggestions that, if followed, can elevate corpus-based analysis in SLA/FLA to a new level of precision and predictive accuracy. Specifically, we propose that, and exemplify how, the inclusion of statistical interactions in regressions on corpus data can highlight important differences between native speakers (NS) and learners/non-native speakers (NNS) with different native linguistic (L1) backgrounds. Secondly, we develop a two-step regression procedure that answers one of the most important questions in SLA/FLA research – ‘What would a native speaker do?’ – and, thus, allows us to study systematic deviations between NS and NNS at an unprecedented degree of granularity. Both methods are explained and exemplified in detail on the basis of over 5,000 uses of may and can produced by NSs of English and French and Chinese learners of English.
36
Huszthy, Bálint. "“Transylvanian Hunglish” Phonological Properties of Hungarian Accented English in Transylvania." Hungarian Studies Yearbook 4, no. 1 (November 1, 2022): 131–59. http://dx.doi.org/10.2478/hsy-2022-0007.
Full textAbstract:
Abstract Hunglish is a term for Hungarian native speakers’ English pronunciation. It is a well recognisable and quite homogeneous accent, which is thoroughly described in the literature of second language acquisition. However, this paper proposes that Hungarian speakers living in Romania use a phonologically different Hunglish compared to those living in Hungary. The study is built on direct speech recordings made with 30 Hungarian speakers descending from various parts of Transylvania. Their accent is confronted with the pronunciation of 15 speakers from Hungary, who participated in the same reading experiment. Results indicate that the English pronunciation of the two groups mostly share the same phonetic and phonological features. Only a few persistent phonological differences can be identified; for instance, English open back vowels [ʌ, ɒ, ɑ] are replaced with Hungarian [ɒ] by the Transylvanian informants, and with [a] by the speakers from Hungary; Transylvanian informants preserve more English schwas and diphthongs due to their L2 Romanian, etc. The differences basically originate in the fact that Transylvanian speakers’ interlanguage is much more heterogeneous than that of Hungarians’, i.e. Transylvanians speak a substandard version of Hungarian as L1, they speak a Transylvanian dialect, they speak Romanian at high level as L2, and they usually speak further foreign languages as well beyond English; these varieties all affect their foreign accent. The paper takes account of the most important characteristics of Transylvanian Hunglish, with a synchronic phono-logical analysis, and a contrastive analysis with the general phonological properties of Hunglish found in the literature.
37
Liubetskaya, K. P. "BORROWINGS FROM THE POLISH LANGUAGE IN THE BELARUSIAN SCIENTIFIC LANGUAGE AT THE BEGINNING OF THE XX CENTURY." Opera in linguistica ukrainiana, no. 28 (September 28, 2021): 62–74. http://dx.doi.org/10.18524/2414-0627.2021.28.235520.
Full textAbstract:
This article examines interaction specifics of the Belarusian and Polish languages in scientific texts at the beginning of the 20th century. On the basis of scientific and educational, popular science texts and lexicographic materials, the characteristics of polonisms, their subject and thematic affiliation, as well as the peculiarities of their formal adaptation on the Belarusian linguistic basis are carried out. The work uses descriptive, contrastive and comparative historical methods, which were useful during the examination of polonisms in Belarusian language. The author establishes the dependence of the interacting nature of contacting languages on various intralingual and external factors, which predetermined the nature of the interlanguage relations of the Belarusian and Polish languages at the beginning of the 20th century. For all the lexical inequality of scientific texts, their linguistic unity was formed due to a common goal – the transmission of scientific information. In general, the analysis showed that when borrowings from the Polish language are used in the texts of Belarusian science, there is no consistency. Accordingly, it can be stated that the influence of the Polish language on the Belarusian scientific language is not characterized by depth, and the language of Belarusian science at the beginning of the 20th century was not oversaturated with polonisms. This was probably facilitated by the tendencies of the Belarusian linguistic and cultural revival, the dominant of which was primarily the orientation towards national identity and, accordingly, the limitation of foreign linguistic influences.
38
El-dali, Hosni. "DOES FORM-FOCUSED INSTRUCTION AFFECT L2 LEARNERS PERFORMANCE? FOCUS ON GRAMMATICALLY JUDGMENTS." Buckingham Journal of Language and Linguistics 3 (September 16, 2010): 57–100. http://dx.doi.org/10.5750/bjll.v3i0.24.
Full textAbstract:
It is one of the goals of research in applied linguistics to gain insight into the process and mechanisms of second language acquisition. The cornerstone and the single most fundamental change in perspective on the nature of language and language learning is, perhaps, the focus on learners as active creators in their learning process, not as passive recipients. The present study has two goals. First, it aims at investigating advanced students’ metalinguistic ability in solving multidimensional grammatical problems. Second, it is, also, an attempt to highlight the role of focus on form instructions in shaping L2 learners’ performance. The subjects of the present study were forty Egyptian students who were in their fourth year of academic study in the Department of English and Literature, Faculty of Arts, Menufia University, Egypt. The instrument of this study consisted of (1) pre-test; (2) post-test; and (3) individual interviews. Two tasks were used: (1) “Sentence Completion” task, and (2) “Error Recognition and Correction” task. In the first task, a list of 15 incomplete sentences was given to the subjects who were asked to choose the word or phrase to complete the sentence. The focus, in this task, was on the meaning of the sentence rather than the form, although accurate understanding of the formal properties of language is a must. In the second task, students were asked to detect the word or phrase that must be changed in order for the sentence to be correct. A list of 25 sentences was given to the subjects who worked on this task twice. In the pre-test, no word or phrase was underlined; it is an example of the unfocused correction type. In the post-test, the same sentences were given to the subjects, with four words underlined, and marked (A), (B), (C) and (D). It is an example of the focused correction type. Finally, students were interviewed to explain and comment on their performance in the previous tasks. The data were analyzed both quantitatively and qualitatively. Results were obtained and conclusions were made.It is one of the goals of research in applied linguistics to gain insight into the process and mechanisms of second language acquisition. A correct understanding of these processes and mechanisms is a prerequisite for an adequate didactic approach. Relatedly, Morley (1987) points out that during the last twenty years ideas about language learning and language teaching have been changing in some very fundamental ways. Significant developments in perspectives on the nature of second language learning processes have had a marked effect on language pedagogyThe cornerstone and the single most fundamental change in perspectives on the nature of language and language learning in recent years is, perhaps, the focus on learners as active creators in their learning process, not as passive recipients. Accordingly, the focus of second language study has shifted from a prominence of contrastive analysis in the 1940s and 1950s and error analysis in the 60s and 70s to interlanguage analysis in the 70s and 80s. Interlanguage analysis is marked today by “a variety of investigations looking at diverse aspects of learner language” (Morley, 1987: 16). In this connection, Gass (1983: 273) points out that “it is widely accepted that the language of second language learners, what Selinker (1972 has called ‘interlanguage’ or what (Gass, 1983) has called ‘Learner-language’ is a system in its own right.” To understand such a system, we should focus on discovering how second language (L2) learners evaluate and correct their own or other people’s utterances, an issue that will be explored in the present study. In other words, the major point of interest here is L2 learners’ linguistic intuitions and the role of focus on form instruction in making grammaticality judgments.
39
Fandrych, Christian, and Franziska Wallner. "Funktionale und stilistische Merkmale gesprochener fortgeschrittener Lerner:innensprache: Methodische und konzeptionelle Überlegungen am Beispiel von GeWiss." Zeitschrift für germanistische Linguistik 50, no. 1 (April 1, 2022): 202–39. http://dx.doi.org/10.1515/zgl-2022-2053.
Full textAbstract:
Abstract This article discusses some methodological and conceptual issues arising from the analysis of advanced-level spoken language corpora. This discussion is based on GeWiss, a corpus of spoken academic discourse comprising L1 and L2 data of German collected in academic settings in Poland, the UK, Bulgaria, and Germany, as well as L1 data of Polish, English, and Italian. The data were collected using an ethnographic comparative approach; a range of speech events with comparable institutional and functional features in the philologies (student presentations, research papers, and oral examinations) were identified, recorded, transcribed, and tagged. In addition to POS tagging and lemmatisation, in selected sub-corpora some pragmatic features were also annotated. These include metadiscursive actions as well as references and quotations. The corpus therefore comprises ‘natural data’, derived from various contexts, of speakers with varying degrees of academic socialisation and competence in academic German. The paper discusses the various factors that have to be taken into account when analysing and evaluating the GeWiss L2 data with regard to style and register of metadiscourse as well as references and quotations in L2 student presentations. It is argued that any attempt to assess these data needs to reflect upon the concepts of ‘norm’, ‘appropriateness of usage’, (stage and context of) academic socialisation, and the context of the speech event. This also applies to the evaluation of the L1 data, which is why they cannot be used as a simple reference point for the purpose of a (mainly quantitative) ‘contrastive interlanguage analysis’ (Granger 2015). A qualitative approach needs to be used at least initially to identify and assess specific features of L2 data. This is shown using examples of metadiscursive and referencing speech actions. While there seem to be some stylistic and register features that can be regarded as inappropriate irrespective of the context of the speech events, others seem to be more context-sensitive. The paper argues that in addition to linguistic analysis and the intuitions of the L1 researcher, some kind of rating procedure would help to establish better concepts of ‘norm’ and ‘appropriateness’ of such natural corpus data originating in different academic contexts and traditions.
40
Fransiska, Widia, and Ali Habibi. "Investigating the Impact of Interlanguage on Adult EFL Learners in Indonesia: Strengths and Weaknesses." KnE Social Sciences, March 11, 2021, 663–71. http://dx.doi.org/10.18502/kss.v5i4.8722.
Full textAbstract:
The study of second language acquisition (SLA) concerns not only the way to learn a second language (L2), but also the unique language system created by language learners (interlanguage). This qualitative study analyzed EFL learners’ interlanguage by focusing on their strengths and weaknesses in speaking English, especially on phonological, grammatical and pragmatic competence in speaking English. The language data were obtained from a recorded conversation between two non-native English speakers from Indonesia. The data were analysed by referring to contrastive analysis, error analysis and the socio-cultural perspective in SLA. The results indicated that although both learners had a strong L1 accent, the learners did not face any difficulty in constructing English sentences in the right sentence order (SVO). In addition, when facing difficulties in speaking English, the learners were seen to ask and provide support to each other, as well as to talk to themselves (private speech). In terms of weaknesses, the study found that the learners often mispronounced the letter “t” in English as the sound of “t” in Indonesian, made grammatical errors in subject and verb agreement, and applied Indonesia’s pragmatic concepts when speaking English. The study suggests that it is necessary to have a positive view on learners’ interlanguage as it can be used as a tool to learn a second language.
Keywords: Contrastive analysis, error analysis, interlanguage, second language acquisition, socio-cultural perspective in SLA.
41
Mncwango, Elliot M. "A contrastive analysis of articles in English and demonstratives in isiZulu." Literator 43, no. 1 (October 18, 2022). http://dx.doi.org/10.4102/lit.v43i1.1863.
Full textAbstract:
An analysis of the use of demonstratives in isiZulu (izabizwana zokukhomba) has shown that they go beyond the known deictic functions of demonstratives as used in other languages like English. In isiZulu, demonstratives tend to also denote specificity, a function normally performed by the definite article in English. This article, therefore, compares the functions of articles in English to those of demonstratives in isiZulu, with the aim to demonstrate the similarities in terms of use between the two languages. This added function of demonstratives, it is argued, may account for some of the errors in English second language learners’ use of articles, as evidenced by data from written exercises of learners whose first language is isiZulu. The findings suggest that second language learners of English tend to confuse articles because of the differences between the two languages, especially during their (learners’) interlanguage stage.Contribution: The article highlights a significant difference in the use of demonstratives between English and isiZulu due to the added function of specificity in isiZulu demonstrative (isabizwana sokukhomba) which is performed by the definite article in English. It also demonstrates how, without an article system, isiZulu can convey meaning like any language with an article system.
42
Yakut, Ilyas, Fatma Yuvayapan, and Erdogan Bada. "LEXICAL BUNDLES IN L1 AND L2 ENGLISH DOCTORAL DISSERTATIONS." Journal of Teaching English for Specific and Academic Purposes, May 9, 2021, 475. http://dx.doi.org/10.22190/jtesap2103475y.
Full textAbstract:
Based on contrastive interlanguage analysis, this study explores the usage of lexical bundles occurring in doctoral dissertations produced in the English language related studies in the USA by L1 American English speakers and in Turkey by Turkish speakers of English in the last ten years between 2010-2019. In our analysis of the data, we identified a significant number of types of 4-word bundles from both corpora from a structural and functional perspective. The findings regarding the types of lexical bundles and their structural and functional dispersions revealed significant differences between the two corpora. While L1 English writers refrained from heavily utilizing formulaic sequences, the opposite could be observed in the works of L2 English authors. This study has significant implications for academic writers producing work in the English language since corpus-informed lists and concordances might be of great help to L2 speakers of English in identifying appropriate lexical bundles that are specific to their disciplines.
43
Rodríguez García, Cristina. "El análisis de errores léxicos como herramienta en la formación de profesores checos y eslovacos de ELE." Studia Romanistica, December 2022, 45–60. http://dx.doi.org/10.15452/sr.2022.22.0009.
Full textAbstract:
This paper arises from the subject Errors in Spanish as a Foreign Language, taught in the Master of Teaching Spanish at Masaryk University of Brno, Czech Republic. Its main objective is to show how the analysis of lexical errors can be used as a tool in the training of non‑native teachers of Spanish, in this case, Czech and Slovak. To achieve this goal, firstly, the paper presents a brief review of the trends that have investigated errors in foreign language learning, such as contrastive analysis, error analysis and interlanguage studies. Secondly, it analyzes a corpus of texts written by learners of Spanish according to the error analysis methodology (Corder, 1967), as an activity for the Master students. Thirdly, it shows a typological classification of different lexical errors found in the texts and it reflects on the possible connection between mistakes and teaching methodology. Based on the results of the analysis, the paper discusses the usefulness of the analysis of these errors not only for the training of non‑native teachers of Spanish as a foreign language, but also for a better understanding of vocabulary teaching.
44
Dinca, Andreea, and Madalina Chitez. "ASSESSING LEARNERS’ ACADEMIC PHRASEOLOGY IN THE DIGITAL AGE: A CORPUS-INFORMED APPROACH TO ESP TEXTS." Journal of Teaching English for Specific and Academic Purposes, March 2, 2021, 071. http://dx.doi.org/10.22190/jtesap2101071d.
Full textAbstract:
In the field of English for Specific Purposes (ESP), as in any other type of interlanguage, phraseology contributes significantly to successful academic writing (Biber and Barbieri 2007). For particular learner varieties, such as Romanian English, few studies have examined formulaic sequences (Hyland 2008), mainly focusing on lexico-grammatical patterns (Chitez 2012, 2014). The proposed paper investigates the use of phraseology in Romanian students’ academic papers, written during their ESP courses, by adopting a double contrastive perspective: first, we contrast texts produced in two different disciplines (Literature Studies and Information Technology), and, second, we compare the academic phraseology in learner language with native speaker phraseology. For the analysis, we have compiled two corpora (ESP-LIT and ESP-IT), each consisting of 40 texts representing a discipline specific didactic genre, e.g. essay. As reference, we used the Academic Phrasebank (Davis and Morley 2018). The aim is to find out whether the use of academic formulaic expressions differs according to the discipline and the extent to which students integrate expert academic phrases into their writing. The methodology can be replicated for different language learning settings.
45
Sepua, Chuene D., and Charles C. Mann. "Possible effects of previously-acquired languages on L3 learning: A study of Northern Sotho at a university of technology in Pretoria." Journal for Language Teaching 51, no. 1 (July 5, 2021). http://dx.doi.org/10.4314/jlt.v51i1.2.
Full textAbstract:
This study investigates the manifestation of Transfer or Cross-Linguistic Influence (CLI) from language learners’ previouslyknown languages in the learning of a third language, Northern Sotho, by examining errors identified in their written productions in the target language. Data for the study was gathered from first year university students learning Northern Sotho L3, with a roughly homogeneouslanguage background of isiZulu L1 and English L2 (elicitation tasks and questionnaires), and from three of their lecturers (interviews). The focus of the study was to determine whether the subjects produced patterns in their interlanguage that could be traced to one or both of their previously-known languages. Contrastive Analysis (CA) and Error Analysis (EA) techniques were used in the analyses of the learners’interlanguage (IL), to identify and quantify the errors, as well as to compare and contrast the three language systems at play in the learners’ minds, so as to pinpoint the possible source languages of the transfer. The findings indicate that most errors relating to spelling,vocabulary, and grammar, in general, showed evidence of prevalent influence from the language learners’ previouslyknown Black South African language (isiZulu L1), with no visible evidence of influence from English L2.
46
Dangzeng, Zhuoma. "A Study on the Influence of Positive Transfer of Mother Tongue on Tibetan College Students’ Foreign Language Learning." Journal of Contemporary Educational Research 5, no. 4 (May 6, 2021). http://dx.doi.org/10.26689/jcer.v5i4.2087.
Full textAbstract:
Nowadays, the studies on the language transfer are more concerning the impact of Chinese language on English learning. Very few of them are on the phenomenon of negative transfer of Tibetan language to the Tibetan students’ English learning under the trilingual(TIbetan, Chinese and English) environment. The author had a detailed analysis to the Tibetan students’ writing composition on the basis of language tranfer theories such as markedness, interlanguage hyposthesis, and etc. And figure out the main grammatical errors in their compositions through the method of Error Analysis. Contrastive Analysis is also used to have comparison among the Tibetan, Chinsed and English, and individual interview as well, the reasons for the grammatical errors are figured out. The major findings of this research are as follows: The grammatical errors emerged in the Tibetan English major students’ composition writing is in many fields, which includes omission, collocation, single and plural form of noun, subject - predicate concord, negative , possessive , relative clause and inverted sentence; Here is the reason for these grammatical errors: various thinking modes, in short of comparisons among the three languages and inadequate input. The methods can be applied to resolve are: language instructors should intsruct language learners propers through having comparison between the three languages and more importantly, strengthenging the students’ comprehensible and adequate input the learner langauge.
47
Lozano, Cristóbal. "CEDEL2: Design, compilation and web interface of an online corpus for L2 Spanish acquisition research." Second Language Research, October 16, 2021, 026765832110505. http://dx.doi.org/10.1177/02676583211050522.
Full textAbstract:
This article presents and reviews a new methodological resource for research in second language acquisition (SLA), CEDEL2 ( Corpus Escrito del Español L2 ‘L2 Spanish Written Corpus’), and its free online search-engine interface ( cedel2.learnercorpora.com ). CEDEL2 is a multi-first-language corpus (Spanish, English, German, Dutch, Portuguese, Italian, French, Greek, Russian, Japanese, Chinese, and Arabic) of L2 Spanish learners at all proficiency levels. It additionally contains several native control subcorpora (English, Portuguese, Greek, Japanese, and Arabic). Its latest release (version 2) holds material from around 4,400 speakers, which amounts to over 1,100,000 words. CEDEL2 follows strict corpus-design criteria (Sinclair, 2005) and L2 corpus-design recommendations (Tracy-Ventura and Paquot, 2021), and all subcorpora are equally designed to be fully contrastable, as recommended by Contrastive Interlanguage Analysis (Granger, 2015). Thanks to its design and web interface, CEDEL2 allows for complex searches which can be further narrowed down according to its SLA-motivated variables, e.g. first language (L1), proficiency level, self-reported proficiency level, age of onset to the L2, length of exposure to the L2, length of residence in a Spanish-speaking country, knowledge of other foreign languages, type of task, etc. These CEDEL2 features allow L2 researchers to address SLA questions and hypotheses.
48
КАЛАБЕКОВА, Л. Т., and Т. А. ТАКОЕВА. "DISCURSIVE MATRIX OF THE LANGUAGES WITH DIFFERENT SYSTEMS IN TYPOLOGICAL ASPECT." Известия СОИГСИ, no. 36(75) (June 30, 2020). http://dx.doi.org/10.46698/w5492-6711-5209-k.
Full textAbstract:
На сегодняшнем этапе развития науки контрастивная лингвистика, являясь одним из наиболее перспективных направлений в современном языкознании, все больше обращается к тексту, к речевым актам, к конкретному воплощению языковых средств в дискурсе, руководствуясь наиболее приоритетной тематикой и продуктивными методами современного лингвистики. Так, в частности, любой аспектологический анализ языкового материала представляется неполным, если не упомянуть о дискурсной теории вида, которая имеет как своих приверженцев, так и ярых оппонентов. Между тем, сторонники дискурсного анализа не противопоставляют свою концепцию традиционному подходу, а толкуют ее как расширение и дополнение последнего. Дискурсная информация близка синтаксической. Не являясь непосредственным отражением свойств окружающего мира, она лишь подтверждает статус языковой единицы в тексте. Упомянутая теория предполагает связывание значений аспектуальных граммем не с внутренними свойствами самих ситуаций, описываемых глагольной лексикой, а с их функциональной значимостью в пределах конкретного текста. Появление у видовой граммемы дискурсных употреблений рассматривается как признак ее языковой «зрелости» и высокой степени грамматикализованности. В языках с разными структурными и внутриязыковыми установками (каковыми являются осетинский, русский и английский) средства репрезентации характера протекания действия принципиально различны. При этом немаловажным в осмыслении слагающихся межъязыковых коллизий становится этнический компонент: существенно неодинаковое ментальное восприятие разными этносами окружающего мира, их способность по-разному отображать одни и те же явления действительности. Вместе с тем сегодня постулируется идея существования общеевропейского языкового стандарта, согласно которой в пределах европейского ареала можно обозначить значительную группу языков, объединенных общностью их структурной идентичности, когда ареальная близость языковых культур оказывает влияние не только на инвентарь грамматических значений, но и на принципы устройства грамматических систем. At the current stage of science development, contrastive linguistics, as one of the most promising fields in modern linguistics, increasingly turns to the text, to speech acts, to the realization of linguistic means in discourse, using the most productive methods and the topic which is given the highest priority of contemporary language studies. Thus, in particular, any aspectological analysis of language material seems incomplete without mentioning the discourse theory of aspect, which has both its adherents and ardent opponents. Meanwhile, the adherents of discourse analysis do not oppose their concept to the traditional approach, but interpret it as its extension and complement. Discourse information is close to the syntactic one. It only confirms the status of the language unit in the text, but does not reflect the properties of the surrounding world directly. The mentioned theory assumes linking the values of aspectual grammars not with the internal properties of the situations described by the verbal vocabulary, but with their functional significance within a specific text. The appearance of discursive uses in a specific grammeme is considered as a sign of its linguistic "maturity" and a high degree of grammaticalization. In languages with different structural and intra-linguistic settings (such as Ossetian, Russian, and English), the means of representing the nature of the action flow are fundamentally different. At the same time, the ethnic component becomes important in understanding the resulting interlanguage conflicts: significantly different mental perception of the surrounding world by different ethnic groups, their ability to display the same phenomena of reality in different ways. At the same time, the idea of the existence of a pan-European language standard is postulated today. According to this idea a significant group of languages united by the commonality of their structural identity can be designated within the European area. In this language group, the areal proximity of linguistic cultures affects not only the inventory of grammatical meanings, but also the principles of the grammatical systems structure.