Learners' Code-Switching in English As a Second Language
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A Study on Positive Transfer of Native Language and Second Language Teaching Methods
CORE Metadata, citation and similar papers at core.ac.uk Provided by Academy Publication Online ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 10, No. 3, pp. 306-312, March 2020 DOI: http://dx.doi.org/10.17507/tpls.1003.06 A Study on Positive Transfer of Native Language and Second Language Teaching Methods Chen Chen School of Foreign Languages, Shanxi Normal University, Linfen, China Abstract—Native language is one of the important factors that affect second language acquisition (SLA). However, compared with the heated discussion about the negative transfer of native language, the positive transfer of native language lacks due attention. Taking Chinese and English as a case study, this paper first reveals the similarities between the two languages, then discusses the positive effects of native language on SLA, and finally explores English teaching methods so as to promote the positive transfer of native language and reduce the negative transfer. Index Terms—native language, second language acquisition, positive transfer, teaching methods I. INTRODUCTION Native language transfer is a complex phenomenon. It has already attracted many scholars’ attention in the study of SLA. Since the 1950s, scholars began to study the impact of native language on SLA. With the development of transfer theory, more and more linguists begin to pay great attention to the relationship between native language and SLA. The influence of native language on SLA can be divided into two kinds: positive effects and negative effects. The positive effects, namely, positive transfer, promote second language acquisition, while the negative effects, namely, negative transfer, refer to the interference and obstruction of native language to SLA. -
A Linguistic Perspective on the Acquisition of German As an L2
i A Linguistic Perspective on the Acquisition of German as an L2 A thesis submitted to the Miami University Honors Program in partial fulfillment of the requirements for University Honors with Distinction by Nicholas D. Stoller (December 2006) Oxford, Ohio ii ABSTRACT A LINGUISTIC PERSPECTIVE ON THE ACQUISITION OF GERMAN AS AN L2 by Nicholas D. Stoller It is obvious that the setting of acquisition, the amount and type of input, and the motivation of learners play a large role in adult second language (L2) acquisition. Many of the theories of L2 acquisition unfortunately fail to adequately take these variables into account. This thesis gives an overview of the current and past theories, including evidence for and against each theory. This is supplemented by an error analysis of second year Miami University students to see if this can give support to any of the current theories. Once that is completed, I examine the relation between input and the possibility of a language learning device such as UG and then move on to pedagogical application of my findings. iii Contents Chapter Page 1 Introduction 1 2 2 The Basis of the Study of L2 Acquisition 2 3 Linguistic Theories of L2 Acquisition 7 3.1 Theories without UG 7 3.1.1 Contrastive Analysis Hypothesis 7 3.1.2 Markedness Difference Hypothesis 8 3.1.3 Fundamental Difference Hypothesis 9 3.1.4 Information Processing Approach 10 3.2 Theories with Partial UG 13 3.2.1 Transfer Hypothesis 13 3.2.2 Krashen’s Comprehension Hypothesis 14 3.3 Theories with Full UG use 19 3.3.1 Identity Hypothesis 19 3.3.2 Full Transfer/Full Access Hypothesis 20 3.4 Overview of the Theories 21 4 Error Analysis and Miami University 2nd 22 Year Students 4.1 Errors of Cases Following Verbs 23 4.2 Errors of Gender of Nouns 25 4.3 Errors of Verb Form 26 4.4 Errors of Umlaut Usage 29 5 Relation of UG and Input 30 6.1 Problems with Input in Classroom Instruction 33 6.2 Pedagogy and L2 Acquisition 35 7 Conclusion 40 Bibliography 42 iv 1 A Linguistic Perspective on the Acquisition of German as an L2 1. -
A Study of Chinese Second-Year English Majors' Code Switching
ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 5, No. 2, pp. 364-369, February 2015 DOI: http://dx.doi.org/10.17507/tpls.0502.17 A Study of Chinese Second-year English Majors’ Code Switching Phenomenon in Comprehensive English Course from the Perspective of Interlanguage Lili Cui Department of English, Guangdong University of Petrochemical Technology, Maoming, Guangdong Province, China Xianchun Xie Department of English, Guangdong University of Petrochemical Technology, Maoming, Guangdong Province, China Abstract—The paper analyzes functions and influencing factors of second-year English majors’ code switching in Comprehensive English Course on the basis of the interlanguage theory and other SLA (second language acquisition) models, i.e. Krashen’s Comprehensible Input Hypothesis and Affective Filter Hypothesis, Long’s Interaction Hypothesis and Swain’s Comprehensible Output Hypothesis. Index Terms—interlanguage, SLA, learners’ code switching in EFL classroom, functions, influencing factors I. INTRODUCTION Code is a neutral form, and it refers to the linguistic sign of any type. As Hudson states, code switching is to switch lingual varieties in bilingual or multilingual contexts. And learners’ code switching in EFL (English as a Foreign Language) class is the phenomenon that learners insert phonetic forms, vocabulary, phrases, sentences of MT (Mother Tongue) into English-dominated expressions or the activity that learners consciously or unconsciously inlay speech segments of MT into the grammatical system of English in the conversion between the two languages. There are many features of previous learners’ code switching in EFL class. Firstly, current classroom code switching studies are mostly conducted in primary schools, middle schools and non-English majors’ EFL classes in universities. -
Input, Interaction, and Second Language Development
CORE Metadata, citation and similar papers at core.ac.uk Provided by Lancaster E-Prints SSLA, 21, 557±587. Printed in the United States of America. INPUT, INTERACTION, AND SECOND LANGUAGE DEVELOPMENT An Empirical Study of Question Formation in ESL Alison Mackey Georgetown University This study examines the relationship between different types of con- versational interaction and SLA. Long's (1996) updated version of the interactionist hypothesis claims that implicit negative feedback, which can be obtained through negotiated interaction, facilitates SLA. Similar claims for the benefits of negotiation have been made by Pica (1994) and Gass (1997). Some support for the interaction hypothesis has been provided by studies that have explored the effects of interaction on production (Gass & Varonis, 1994), on lexical acquisition (Ellis, Tanaka, & Yamazaki, 1994), on the short-term outcomes of pushed output (see Swain, 1995), and for specific interactional features such as recasts (Long, Inagaki, & Ortega, 1998; Mackey & Philp, 1998). However, other studies have not found effects for interaction on gram- matical development (Loschky, 1994). The central question ad- dressed by the current study was: Can conversational interaction facilitate second language development? The study employed a pre- test-posttest design. Adult ESL learners (N = 34) of varying L1 back- grounds were divided into four experimental groups and one control I am grateful to Susan M. Gass and Charlene Polio for insightful suggestions and help with this paper. I also want to thank Patsy Lightbown, Michael H. Long, Teresa Pica, and Merrill Swain for many helpful comments on the doctoral dissertation from which this paper arose. I am much indebted to Ian Thornton for assistance with the statistical analysis and discussions of many of the issues in- volved in this study. -
A Literature Review on Code-Switching
1 Code-switching as a Result of Language Acquisition: A Case Study of a 1.5 Generation Child from China1 Yalun Zhou, Ph.D.2 Michael Wei, Ph.D.3 Abstract Despite individual differences, all bilinguals share the ability to act in their native language, in their second language, and to switch back and forth between the two languages they know (Van Hell, 1998). Chinese is the largest Asian American ethnic group in the United States. Their use of code-switching is an increasingly important issue in understanding their language choice and language development. This study on code-switching between a 1.5 generation Chinese child and her parents will add perspectives on the growing literature of Chinese American families, their language interaction and language development. Introduction There are several definitions for code-switching. Gumperz (1982 b) defined code-switching as “the juxtaposition within the same speech exchange of passages of speech belonging to two different grammatical systems or subsystems” (p. 59). The emphasis is on the two grammatical systems of one language, although most people refer to code-switching as the mixed use of 1 This paper was presented at the 2007 Annual Conference of Teaching English to Speakers of Other Languages (TESOL), Seattle, Washington. 2 Yalun Zhou, Ph.D., Assistant Professor, Director of Chinese Minor Program, Dept. of Communication and Media, Rensselaer Polytechnic Institute, [email protected] 3 Michael Wei, Ph.D., Associate Professor, TESOL Program Director, School of Education, University of Missouri-Kansas City, [email protected] 2 languages. Milroy and Muysken (1995) stated that code-switching is “the alternative use by bilinguals of two or more languages in the same conversation” (p.7). -
How Multilinguals Perceive Linguistic Interference
Minnesota State University, Mankato Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato All Graduate Theses, Dissertations, and Other Graduate Theses, Dissertations, and Other Capstone Projects Capstone Projects 2016 How Multilinguals Perceive Linguistic Interference Amanda Ruskin Minnesota State University Mankato Follow this and additional works at: https://cornerstone.lib.mnsu.edu/etds Part of the Bilingual, Multilingual, and Multicultural Education Commons Recommended Citation Ruskin, A. (2016). How Multilinguals Perceive Linguistic Interference [Master’s thesis, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/609/ This Thesis is brought to you for free and open access by the Graduate Theses, Dissertations, and Other Capstone Projects at Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. It has been accepted for inclusion in All Graduate Theses, Dissertations, and Other Capstone Projects by an authorized administrator of Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. 1 How Multilinguals Perceive Linguistic Interference By Amanda Ruskin A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of M.S. In French Minnesota State University, Mankato Mankato, Minnesota March 2016 2 March 31, 2016 How Multilinguals Perceive Linguistic Interference Amanda Ruskin This thesis has been examined and approved by the following members of the student’s committee. ________________________________ Dr. Evan Bibbee, Co-Chair ________________________________ Dr. Karen Lybeck, Co-Chair ________________________________ Dr. Gregory Taylor, Committee Member 3 ABSTRACT When someone begins a third (or nth) language they often struggle to inhibit previously learned languages, something that established multilinguals do without much difficulty. -
The Critical Period in the Acquisition of L2 Syntax the Critical Period in the Acquisition of L2 Syntax: a Partial Replication of Johnson and Newport (1989)
Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, 2005, Vol. 5, No. 2 The Critical Period in the Acquisition of L2 Syntax The Critical Period in the Acquisition of L2 Syntax: A Partial Replication of Johnson and Newport (1989) Heekyung Seol1 Teachers College, Columbia University ABSTRACT The present study was conducted as an attempt to partially replicate the Johnson and Newport (1989) study (JN89). Given that JN89 yielded the most clear-cut evidence demonstrating the presence of the Critical Period (CP) in the domain of L2 syntax, it has been regarded as one of the landmark CP investigations. This study sought to ascertain whether the evidence provided in JN89 is replicable with a different population of 34 Korean native speakers of English. The results, although not in complete agreement with those of JN89, provide some modest support for the existence of the CP. INTRODUCTION Since Lenneberg (1967) put forth the Critical Period Hypothesis that brain maturation constrains human language acquisition, the Critical Period (CP) has been an issue of primary attention in the field of both first language acquisition (FLA) and second language acquisition (SLA). In FLA, research has reached a general consensus as to the existence of the CP on the basis of the observations of abnormal linguistic contexts in which language learners were deprived of the chance to acquire their first language (L1) within the CP (e.g., Genie [Curtiss, 1977]; Chelsea [Curtiss, 1988]; and deaf children using American Sign Language (ASL) [Newport, 1984; Newport & Supalla, 1987]). Despite this consensus in FLA research, there is still plenty of controversy in the field of SLA. -
Social Networking and Second Language Acquisition: Exploiting
Iowa State University Capstones, Theses and Graduate Theses and Dissertations Dissertations 2011 Social networking and second language acquisition: Exploiting Skype™ Chat for the purpose of investigating interaction in L2 English learning Mallory Leigh Dalton Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/etd Part of the English Language and Literature Commons, and the Rhetoric and Composition Commons Recommended Citation Dalton, Mallory Leigh, "Social networking and second language acquisition: Exploiting Skype™ Chat for the purpose of investigating interaction in L2 English learning" (2011). Graduate Theses and Dissertations. 10221. https://lib.dr.iastate.edu/etd/10221 This Thesis is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Social networking and second language acquisition: Exploiting Skype Chat for the purpose of investigating interaction in L2 English learning by Mallory Leigh Dalton A thesis submitted to the graduate faculty in partial fulfillment of the requirements for the degree of MASTER OF ARTS Major: Teaching English as a Second Language/Applied Linguistics Program of Study Committee: Volker Hegelheimer, Major Professor Tammy Slater Michelle Tremmel Iowa State University Ames, Iowa 2011 ii TABLE OF CONTENTS LIST OF FIGURES iii LIST OF TABLES iv ACKNOWLEDGEMENTS v ABSTRACT vi CHAPTER 1. INTRODUCTION 1 Research Questions 3 Organization of the Study 4 CHAPTER 2. LITERATURE REVIEW 5 SLA Using an Interactionist Framework 6 Strengths of Using Synchronous CMC 11 Interlocutor Native Language 20 CHAPTER 3. -
The Interaction Hypothesis: a Literature Review
The interaction hypothesis: A literature review Tran-Hoang-Thu Alliant International University [email protected] November 17th 2009 Abstract This paper will examine the interaction hypothesis (IH) in second language acquisition (SLA). To begin with a short discussion of the confusing terms in SLA such as theory, model, hypothesis, and construct will be done so as to help readers easily understand theories in the field of SLA and related concepts. Next, what the IH is, and who proposed it will be discussed in detail. How the IH has evolved and has been modified since its inception will then be pointed out. The origins of the IH will also be discussed. In addition, the role of the IH in the field of SLA will be presented together with its positive contributions as well as its caveats. Research studies that support the hypothesis and those that do not support it will both be listed. Moreover, all the constructs in the IH will be delineated. The implications that the hypothesis has for SLA pedagogical research will also be mentioned. Overall, the hypothesis can probably be considered as one of the most persuasive in current SLA literature. 1 To understand the literature in the field of SLA, a good understanding of certain commonly used terms in the field is needed and such terms as theory, model, hypothesis, and construct may appear confusing to some people. Therefore, a brief overview of these terms will be addressed. To begin with a theory, as VanPatten and Williams (2007) pointed out, at its most fundamental level, is a set of statements about natural phenomena which explains why these phenomena happen the way they do. -
(Romanian) on L2/L3 Learning (Catalan/Spanish) Simona Popa
Nom/Logotip de la Universitat on s’ha llegit la tesi Language transfer in second language acquisition. Some effects of L1 instruction (Romanian) on L2/L3 learning (Catalan/Spanish) Simona Popa http://hdl.handle.net/10803/380548 ADVERTIMENT. L'accés als continguts d'aquesta tesi doctoral i la seva utilització ha de respectar els drets de la persona autora. Pot ser utilitzada per a consulta o estudi personal, així com en activitats o materials d'investigació i docència en els termes establerts a l'art. 32 del Text Refós de la Llei de Propietat Intel·lectual (RDL 1/1996). Per altres utilitzacions es requereix l'autorització prèvia i expressa de la persona autora. En qualsevol cas, en la utilització dels seus continguts caldrà indicar de forma clara el nom i cognoms de la persona autora i el títol de la tesi doctoral. No s'autoritza la seva reproducció o altres formes d'explotació efectuades amb finalitats de lucre ni la seva comunicació pública des d'un lloc aliè al servei TDX. Tampoc s'autoritza la presentació del seu contingut en una finestra o marc aliè a TDX (framing). Aquesta reserva de drets afecta tant als continguts de la tesi com als seus resums i índexs. ADVERTENCIA. El acceso a los contenidos de esta tesis doctoral y su utilización debe respetar los derechos de la persona autora. Puede ser utilizada para consulta o estudio personal, así como en actividades o materiales de investigación y docencia en los términos establecidos en el art. 32 del Texto Refundido de la Ley de Propiedad Intelectual (RDL 1/1996). -
The Readability of Reading Passages in Prescribed English Textbooks and Thai National English Tests
THE READABILITY OF READING PASSAGES IN PRESCRIBED ENGLISH TEXTBOOKS AND THAI NATIONAL ENGLISH TESTS BY MISS THANAPORN SRISUNAKRUA A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN ENGLISH LANGUAGE TEACHING LANGUAGE INSTITUTE THAMMASAT UNIVERSITY ACADEMIC YEAR 2018 COPYRIGHT OF THAMMASAT UNIVERSITY Ref. code: 25615621320109NCD THE READABILITY OF READING PASSAGES IN PRESCRIBED ENGLISH TEXTBOOKS AND THAI NATIONAL ENGLISH TESTS BY MISS THANAPORN SRISUNAKRUA A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN ENGLISH LANGUAGE TEACHING LANGUAGE INSTITUTE THAMMASAT UNIVERSITY ACADEMIC YEAR 2018 COPYRIGHT OF THAMMASAT UNIVERSITY Ref. code: 25615621320109NCD (1) Thesis Title THE READABILITY OF READING PASSAGES IN PRESCRIBED ENGLISH TEXTBOOKS AND THAI NATIONAL ENGLISH TESTS Author Ms. Thanaporn Srisunakrua Degree Doctor of Philosophy Major Field/Faculty/University English Language Teaching Language institute Thammasat University Thesis Advisor Associate Professor Tipamas Chumworatayee, Ph. D. Academic Year 2018 ABSTRACT Readability has long been regarded as a significant aspect in English language teaching as it provides the overall picture of a text’s difficulty level, especially in the context of teaching and testing. Readability is a practical consideration when making decisions on materials to match a text with target readers’ proficiency. A suitable difficulty level will ensure that students receive the most benefit from the materials. However, few studies have compared the readability levels of teaching and testing materials in terms of the difficulty of passages. The present study, therefore, aims to explore the readability of reading passages in English textbooks and Thai national English tests based on three aspects: readability level, linguistic characteristics, and topic areas. -
Code-Switching and Translanguaging Inside and Outside the Classroom: Bi-/Multilingual Practices of High School Learners in a Rural Afrikaans-Setting
Code-switching and translanguaging inside and outside the classroom: bi-/multilingual practices of high school learners in a rural Afrikaans-setting by Stuart Strauss Thesis presented in partial fulfilment of the requirements for the degree MA in Second Language Studies at the University of Stellenbosch Supervisor: Dr Kate Huddlestone Faculty of Arts and Social Sciences Department of General Linguistics December 2016 Stellenbosch University https://scholar.sun.ac.za DECLARATION By submitting this thesis electronically, I declare that the entirety of the work contained therein is my original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously, in its entirety or in part, submitted it for obtaining any qualification. December 2016 Copyright © 2016 Stellenbosch University All rights reserved i Stellenbosch University https://scholar.sun.ac.za ABSTRACT The dominance of Afrikaans as medium of communication in the rural town of Upington in the Northern Cape, South Africa, is reflected in the day-to-day communication practices by the vast majority of its inhabitants. Confirmation of this statement is revealed in the fact that all formal educational practices in Upington and surrounding areas use Afrikaans as language of learning and teaching, both during classes and during extra-mural activities provided for by the institution itself. However, it is when those learning and teaching at these schools and colleges engage with English as a first additional language, that the opportunities for cross-language transfer, especially in the forms of code-switching and translanguaging, usually arise.