Search results

1

Why is Spanish not used as an interlanguage in the Phillipines?

100%

Jiménez Lobo F. M.

Język. Komunikacja. Informacja

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2017

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issue 12

88-102

PL

Artykuł omawia przyczyny zniknięcia hiszpańskiego jako języka pomocniczego na Filipinach po zmianie władzy kolonialnej pod koniec XIX wieku. Autor wyjaśnia najpierw kontekst geograficzny, etnograficzny i historyczny wysp, podsumowuje ewolucję języka od początku kolonizacji aż po dzień dzisiejszy ze szczególnym uwzględnieniem pojawienia się języka kreolskiego chavacano oraz przedstawia tradycyjnie podawane przyczyny zniknięcia języka. Następnie porównuje ewolucję języka hiszpańskiego na Filipinach z innymi hiszpańskimi koloniami a w końcu stwierdza, że hiszpański zniknął z powodu połączenia wyjątkowych okoliczności historycznych, które nie miały miejsca na innych terytoriach byłego imperium hiszpańskiego.

EN

This article examines the reasons for the disappearance of Spanish as an interlanguage in the Philippines (both as an official language and as a means of communication between speakers of different languages) after the change of colonial power at the end of the 19th century. First, the author explains the geographic, ethno-linguistic and historical context of the country, summarizes the evolution of Spanish in the Philippines from the beginning of the Spanish colonial period until the present day with special attention being given to the appearance of the creole Chavacano, and presents the traditional explanations for the disappearance of the language. Later he compares the evolution of Spanish in the Philippines with other former Spanish colonies. He concludes that Spanish disappeared through a combination of unique historical circumstances which did not occur in other territories of the former Spanish Empire.

2

The Phenomenon of Interlanguage in the Process of Second Language Acquisition

94%

Niestorowicz T.

Logopedia

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2014-2015

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vol. 43-44 EN

31-39

EN

This article discusses the phenomenon of interlanguage in the process of second language acquisition. A number of researchers claim that the interlanguage can be characterized by fundamental features like fossilization, systematicity and simplification. This article also addresses the problem of significant psycholinguistic processes which influence the evolution of interlanguage.

3

L’apport des études sur les parlers bilingues dans l’enseignement/ apprentissage du polonais en milieu francophone

83%

Masiewicz A.

LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa

|

2014

|

issue 17

169-198

EN

The paper attempts to show aspects of bilingualism as investigated in the new light of such phenomena as code switching, interference, and errors. A bilingual is no longer seen as a sum of two monolinguals, but rather as a person with a varied linguistic and cultural repertoire which he or she can use, depending on the situation. Researchers such as Swiss linguist Bernard Py have shown the relationship between a language learner and a stabilized bilingual. The example of acquisition of Polish outside Poland – in France, in Switzerland, in an institution as L2, or within a Polish family – very accurately confirms the general processes that recur in different time periods and in the contact of Polish with different languages. The richness of Polish research attests to this. In the area of language pedagogy, the notion of error and the status of error evaluation have changed dramatically: error is now considered an integral part of the acquisition of a foreign language, and error evaluation requires a multifaceted analysis.

4

The expression of emotions by second language learners: Metaphor as a linguistic vehicle

83%

Paris J.

Poznań Studies in Contemporary Linguistics

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2014

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vol. 50

|

issue 1

99-121

EN

This article explores the metaphors used by second language learners to express their emotions and emotional states. In a first experiment, two groups of French students wrote 300-word essays. The non-literal aspects of these texts and provide an account of the metaphors produced to vehicle emotions were studied. In a second experiment, French students with various proficiency levels in English picked and answered a series of questions about daily life in pairs, so as to recreate aspects of naturally-occurring conversations. The questions inquired about the emotions experienced by participants in previous, real situations, as well as their potential reactions and feelings in a set of hypo-thetical events. Some questions presented fictive scenarios (How would you feel if...) while others used images and videos designed to prompt different emotions (stress, happiness, tenderness, etc.). The learners' answers were analyzed using a similar method to MIPVU. Our analyses show that L2 learners resort to metaphors with an explanatory function exclusively when used to describe emotions; whereas they produced a wider range of metaphors (e.g. with ornamental or humorous functions) when dealing with other topics. The language of emotions and thus, the metaphors for emotions might be marked.

5

Studies on the Interlanguage of Arab EFL Learners: An Overview

83%

Mukattash L.

Poznań Studies in Contemporary Linguistics

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2007

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vol. 43

|

issue 1

75-95

EN

This study reports on a recent bibliography titled The interlanguage of Arab learners of English: A preliminary annotated bibliography. The bibliography, carried out over the last few years by the writer of this paper is now available on the home page of the International Journal of Arabic-English Studies (IJAES) at www.ijaes.org. In particular, the study highlights the type and nature of the studies listed in the bibliography through providing representative titles and sources. It also discusses the types of problems encountered in the process of compiling the bibliography. In this context it suggests, albeit briefly, a system for listing Arabic surnames of authors adopted in the bibliography, which may minimize the problem of referencing and documentation.

6

Dialogue-based school practices as a means of reducing conceptual fossilisation in language learning

83%

Daszkiewicz M., Kerslake L.

Kwartalnik Pedagogiczny

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2019

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vol. 64(1(251))

183-194

EN

In language studies, fossilization is associated with the formation of permanent intermediate systems and subsystems. The interlanguage that develops between L1 and L2 (Selinker 1972) becomes embedded, rather than the learner continuing to develop increasing proficiency in the L2. As a language learner remains deficient in the target language (TL), it is important to attempt to mitigate this process and its negative effects. From this perspective, a task of the language teacher is to identify pedagogies which can prevent students from becoming lexically entrenched. In this paper, we advocate dialogic pedagogy as one which can reduce the likelihood of fossilisation occurring and which emphasises collaboration between learners, making their learning experiences meaningful. A core element of dialogic teaching and learning is the role of talk in the classroom in stimulating and advancing students’ learning and understanding. We propose that prioritising the oral component of language learning through dialogic pedagogy can reduce fossilisation because misconceptions do not remain unchallenged and become ingrained. A culture of dialogue in which the voices of all learners and teachers are heard and responded to is one in which learners’ exchanges contribute to extended understanding for all of those taking part in the dialogue.

7

Aspectos positivos de las influencias intralingüísticas en el proceso de adquisición de L2

83%

Mikołajczak S.

Studia Romanica Posnaniensia

|

2014

|

vol. 41

|

issue 1

119-127

EN

The processes that take place in the mind of a multilingual person during the second language acquisition are mostly shrouded in mystery. We can only observe traces of these processes manifesting themselves in the interpenetration of two or more linguistic systems. The current study aims to recognize how the knowledge of L1, in this case Spanish, influences on the acquisition and usage of the target language – Portuguese (L2), and how to take advantage of the interferences to make the L2 learners succeed. The possibility of linguistic influences grows with each acquired language. There are also important contributing factors such as a degree of similarity between the languages, a level of proficiency in each of them, and the manner and time of a language acquisition. During the Portuguese course at the Spanish Philology, we can observe such phenomena as: code switching or total displacement, hybrids, false friends, multi-word units calquing, and morphogrammatical transfer. Although one of the factors that affects the L2 acquisition is the level of proficiency, the students hardly take advantage of their mother tongue, selecting the language typologically closer to Portuguese, Spanish. The students use the previously acquired knowledge to create analogies that should be considered as an intermediate step in the acquisition of L2, not as something negative, but rather a means for providing a starting point for the analysis of error which, consequently, leads to improvement.

8

English phonological errors by Kimakunduchi speaking EFL learners in Zanzibar

83%

Mohamed S. A., Msuya E. A.

Studies in African Languages and Cultures

|

2020

|

issue 54

121-141

EN

The aim of the present study was to find the phonological errors on segmental level involving selected consonant sounds which are produced by Kimakunduchi speaking English as Foreign Language (EFL) learners in Zanzibar. Specifically, the study sought to provide the evidence of cross-linguistic influence involving phonological transfer on segmental level. The study employed two sampling techniques: stratified and random sampling. The data for this study were collected from three secondary schools located at Makunduchi district in Unguja Island – Makunduchi, Kusini, and Kizimkazi secondary schools – using the oral interview and observation. The data were analyzed with the use of both qualitative and quantitative research approach. The study was guided by the transfer theory which was one of the components of Selinker’s (1992: 209) interlanguage theory. The findings revealed that, to a large extent, native Kimakunduchi speakers of EFL tended to transfer the sounds existing in their L1, or even in Kiswahili, into English. The transfer was done because of the nonexistence of the particular sound in the students’ native language or because of the discrepancy of spelling and pronunciation in English language. The study concludes that an articulation of vowels is more complex compared to consonants because of their absence in the first language (L1) or because of the confusion of spelling and pronunciation in English as FL. Thus, the study recommended that serious measures should be taken from both education holders to make sure that the learners could be able to pronounce English phonemes/words correctly.

9

Pour une correction phonétique personnalisée en FLE ou de la remédiation « sur mesure » «

82%

Dańko M., Hamm D.

Studia Romanica Posnaniensia

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2017

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vol. 44

|

issue 2

175-193

EN

Herein we would like to rise up a concern of the error correction of pronunciation in French as a Foreign Language. The results of the experimental acoustic analysis (concerning the values of acoustic vowel formants F1 and F2) enabled to precisely specify the difficulties of the experiment’s participants in a field of French vocal system. In relation to the differences of vocal systems of French and Polish language we suggest custom solutions on a didactic level. Based on verbo-tonal method for phonetic integration the error correction activities had been individually elaborated for each participant.

10

Wielotomowa gramatyka konfrontatywna języka bułgarskiego i polskiego

71%

Koseska-Toszewa V.

Slavia Meridionalis

|

2010

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vol. 10

EN

Multi-volume Polish-Bulgarian Confrontative GrammarPolish-Bulgarian Confrontative Grammar (GKBP) is the first and so far the only expanded attempt to make the semantic confrontation with the gradually developed interlanguage. GKBP consists of 9 volumes which were published in 12 volumen. It was decided to arrange the description of Polish-Bulgarian confrontative grammar in the direction from the contents to the form. The semantic interlanguage enabled the emergence of two equivalent grammars: the grammar of the modern Bulgarian language and the grammar of the modern Polish language. The analysis of semantic categories, which was applied in GKBP, ensures the coherent confrontative description, irrespective of whether the described languages have grammatical exponent of meanings or not. GKBP falls into the stream of modern theoretical confrontative research based on the logical theory of quantification, on the modern theory of processes titled „Petri nets”, and on the theory of logical predicate-argument structures. Our research removes the exact division into grammatical and lexical levels, thanks to which our research has introduced a lot of new observations of the examined phenomena. Universal semantic linguistic categories such as the time, the modality, the definiteness / the indefiniteness and the semantic case – which are essential for the language description, but have not yet been examined and have not been sufficiently described in the academic grammars of the Polish and Bulgarian languages – have been selected. The sequence of description in this synthesis was established not on the basis of order of developed volumes of GKBP, but on the basis of the generally accepted order of elements of the semantic structure of the sentence. The most external in the semantic structure of the sentence is its modal characteristics. Thereafter, the time, quantifiers and their order in the semantic structure of the sentence as well as the predicate-argument items are placed. Therefore, it is not an abbreviated summary of the issues analyzed in GKBP volumes. It is the description of selected semantic categories organized in accordance with the semantic order of the semantic structure of the Polish and Bulgarian sentences.

11

Differences in the formalization of the semantic category of definiteness / indefiniteness

71%

Roszko D., Roszko R.

Cognitive Studies

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2011

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issue 11

EN

Differences in the formalization of the semantic category of definiteness / indefinitenessBasing on theoretical contrastive studies guidelines, the article defines the semantic category of definiteness/indefiniteness where two basic opposition meanings are being ascribed to. It also distinguishes crucial sub-meanings for this category. The category established like this constitutes a characteristic interlanguage typical of theoretical contrastive studies, which is here used as tertium comparationis for demonstrating the formal differences between Polish, Lithuanian and dialectal exponents to express particular sub/meanings. The differences demonstrated in the article are to confirm a different degree of the formalization of the category in each of the natural codes compared here. The idea of taking the local dialect of Puńsk into consideration results from a clearly visible influence of Polish and Lithuanian on the traditional dialectal system. In consequence, the dialectal system of exponents to express the meanings within the semantic category of definiteness/indefiniteness keeps a high degree of the traditional exponents specialization on one hand, but on the other hand, a low degree of specialization is being ascribed to some forms borrowed from Lithuanian (as a consequence of the Polish language influence), which results from the bilingualism of the Lithuanians living in Poland.

12

Zjawisko interjęzyka w procesie przyswajania języka drugiego

71%

Niestorowicz T.

Logopedia

|

2014-2015

|

vol. 43-44

33-42

PL

W artykule podjęto próbę opisu zjawiska interjęzyka w procesie przyswajania języka drugiego. W opinii badaczy zajmujących się interjęzykiem, ten swoisty język pośredni ma pewne fundamentalne cechy, do których należą: fosylizacja, systematyczność oraz uproszczenie. W niniejszym artykule omówione zostaną również zagadnienia związane z istnieniem psycholingwistycznych procesów mających istotny wpływ na ewolucję interjęzyka.

EN

This article discusses the phenomenon of interlanguage in the process of second language acquisition. A number of researchers claim that the interlanguage can be characterized by fundamental features like fossilization, systematicity and simplification. This article also addresses the problem of significant psycholinguistic processes which influence the evolution of interlanguage.

13

Fossilization versus Stabilization in L2 Acquisition: Evidence from Inflectional Morphology among Yorùbá L2 English

71%

Oshodi B.

Studie z aplikované lingvistiky - Studies in Applied Linguistics

|

2022

|

vol. 13

|

issue 1

42-64

EN

Fossilization describes the end state of an L2 learner’s grammar, usually a deviant form of the target language. Since L2 learners tend to develop different interlanguage grammars during acquisition, fossilization appears complex and problematic. Thus, the term stabilization, which represents the L2 learner’s interlanguage at a particular point, was suggested. This study investigates the two concepts to determine the point of their occurrence in L2 learners’ interlanguage. Two sets of data (oral production and composition) collected at an interval of seven years from two groups of Yorùbá native speakers whose L2 is English (Beginner and Advanced) with a focus on inflectional morphology revealed that while some errors disappeared from the interlanguage of learners in both groups, they still committed similar types of earlier errors despite the seven-year interval but at a lesser rate. This confirmed the existence of different levels of error, i.e., stabilization. The results revealed that after the interval, inflectional errors across both groups were not static (fossilized) but changed (stabilized) due to different factors. This confirms that, while the stabilization of L2 features can be identified and established, it is usually difficult to identify fossilized features.

14

Błąd w interjęzyku uczących się języka polskiego jako obcego a zakłócenia w komunikacji międzykulturowej

71%

Łątka-Likh E., Katedra Współczesnego Języka Polskiego W. P., lateczka@op.pl

Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców

|

2015

|

vol. 22

PL

Tradycyjne rozumienie błędu językowego jako nieświadomego odstępstwa od obowiązującej normy językowej (Markowski 2011) nie zawsze jest pomocne w analizie wypowiedzi uczących się języka obcego, gdyż posługują się oni zmieniającym się dynamicznie interjęzykiem. W wypadku analizowania produkcji językowej studentów nabywających język obcy warto właśnie przez pryzmat interjęzyka ocenić odstępstwa od normy występujące w ich wypowiedziach. W swoim artykule odwołuję się do francuskojęzycznych publikacji prezentujących rozumienie błędu w perspektywie interjęzyka (Py, Masiewicz) oraz podejmuję próbę przeanalizowania potencjalnego wpływu odstępstw od normy językowej oraz od typowych zachowań językowych na skuteczność komunikacji międzykulturowej, rozważając możliwość wystąpienia zakłóceń. Jako korpus badawczy służą mi materiały zebrane podczas lekcji języka polskiego jako obcego na różnych poziomach zaawansowania.

EN

The language error is traditionally understood as an involuntary deviation from accepted rules of a language (Markowski 2011). This definition is not always helpful in the analysis of foreign language students’ statements, because they use tPhe interlanguage which is a dynamic phenomenon. The interlingual approach to the analysis of students’ errors enables to perceive those mistakes as an indispensable and creative process in language learning. In my article, I refer to French publications which present an error from the interlingual perspective (Py, Masiewicz). Taking into consideration the possible obstacles, I also analyze the potential influence of the deviation from accepted rules and typical language behavior on the effectiveness of intercultural communication. The students’ statements I have collected during Polish as a foreign language classes (at various language levels) serve as the data for the analysis.

15

The Composite Nature of Interlanguage as a Developing System

71%

Wei L.

Research in Language

|

2009

|

vol. 7

5-30

EN

This paper explores the nature of interlanguage (IL) as a developing system with a focus on the abstract lexical structure underlying IL construction. The developing system of IL is assumed to be ‘composite’ in that in second language acquisition (SLA) several linguistic systems are in contact, each of which may contribute different amounts to the developing system. The lexical structure is assumed to be ‘abstract’ in that the mental lexicon contains abstract elements called ‘lemmas’, which contain information about individual lexemes, and lemmas in the bilingual mental lexicon are language-specific and are in contact in IL production. Based on the research findings, it concludes that language transfer in IL production should be understood as lemma transfer of the learner's first language (L1) lexical structure at three abstract levels: lexical-conceptual structure, predicate-argument structure, and morphological realization patterns, and IL construction is driven by an incompletely acquired abstract lexical structure of a target language (TL) item.

16

The Composite Nature of Interlanguage as a Developing System

71%

Wei L.

Research in Language

|

2009

|

vol. 7

5-30

EN

This paper explores the nature of interlanguage (IL) as a developing system with a focus on the abstract lexical structure underlying IL construction. The developing system of IL is assumed to be ‘composite’ in that in second language acquisition (SLA) several linguistic systems are in contact, each of which may contribute different amounts to the developing system. The lexical structure is assumed to be ‘abstract’ in that the mental lexicon contains abstract elements called ‘lemmas’, which contain information about individual lexemes, and lemmas in the bilingual mental lexicon are language-specific and are in contact in IL production. Based on the research findings, it concludes that language transfer in IL production should be understood as lemma transfer of the learner’s first language (L1) lexical structure at three abstract levels: lexical-conceptual structure, predicate-argument structure, and morphological realization patterns, and IL construction is driven by an incompletely acquired abstract lexical structure of a target language (TL) item.

17

Combinatoire collocationnelle et linguistique de corpus dans l’apprentissage lexical du FLE

67%

Kazlauskienė V.

Academic Journal of Modern Philology

|

2023

|

issue 20

95-106

EN

The importance of stereotypical uses of language, especially in the area of collocational combinatorics, is decisive in language teaching and learning. This type of lexical relationship is difficult for non-native learners to acquire because of its complexity, not only in terms of lexical use, but also in terms of particular linguistic awareness. Learners’ collective corpora can be revealing in describing their transitional competence. The diagnostic of interlanguage specific difficulties makes it possible to evaluate the progression of a target language, to describe it, to identify its hegemonic variety and to create the most effective activities. In this article, we will discuss the issue of interlanguage in the learner corpora and language corpora for use in lexical learning in French as a foreign language lessons. We address questions that a learner of L2 French has, which are sometimes difficult to find answers to in scholarly grammars or L2 French workbooks.

18

A perspectiva comparativa do pretérito perfeito composto, pretérito perfecto compuesto e present perfect

62%

Mikołajczak S.

Studia Romanica Posnaniensia

|

2013

|

vol. 40

|

issue 1

81-93

EN

The aim of this paper is to highlight a problematic use of the Portuguese tense Pretérito Perfeito Composto in comparison to the use of English Present Perfect and Spanish Pretérito Perfecto Compuesto. A great number of mistakes in use of this tense is observed in the students’ production in their L3 Portuguese as a result of apparent similarity between the Portuguese and the Spanish tense. The article is expected to present differences in temporal and aspectual approaches of these tenses. The use of Portuguese construction is much more restricted, limited in fact to the imperfect, repeated or prolonged actions that continue in the present. However, the apparent similarities in form provoke the students to transfer the tense constructions from the other languages. We observe the mechanisms of transfer and try to underline the essential differences in usage of these tenses.

19

Błędy interferencji zewnętrznej w interjęzyku ucznia

60%

Borecka V. E.

Linguodidactica

|

2016

|

vol. 20

PL

Błąd językowy jest jednym z najistotniejszych problemów współczesnej glottodydaktyki. Przyczyny powstawania błędów są wielopłaszczyznowe i wynikają ze złożonych czynników. Niewystarczająca kompetencja językowa wyzwala mechanizm interferencji, polegający na transferze nawyków nabytych w języku ojczystym do języka obcego. Celem publikacji jest zwrócenie uwagi na różnorodność błędów językowych wynikających z oddziaływania międzyjęzykowego w interjęzyku ucznia. Materiał badawczy stanowią wypowiedzi pisemne w języku angielskim 116 uczniów białostockich szkół ponadgimnazjalnych. Dokonana analiza wyekscerpowanych z tego korpusu błędów doprowadziła do powstania klasyfikacji błędów interferencyjnych w płaszczyźnie leksykalnej oraz gramatycznej wraz z komentarzem glottodydaktycznym. Zastosowanie wyników badań w praktyce pedagogicznej może pomóc nauczycielom zrozumieć procesy powstawania błędów oraz podjąć stosowne decyzje metodyczne dotyczące profilaktyki i terapii błędów.

EN

A linguistic error is one of the most fundamental problems of modern language teaching. Causes of errors are complex and result from different factors. Insufficient language competence triggers the mechanism of interference, involving the transfer of habits acquired in a native language to a foreign language. The aim of the publication is to highlight the diversity of linguistic errors resulting from crosslinguistic influence in a learner’s interlanguage system. The research material consists of written tasks performed in English by 116 students of secondary schools in Bialystok. The analysis of the errors excerpted from the corpus led to the classification of interlingual interference errors of lexical and grammatical categories along with linguistic commentary. The application of the research results in teaching practice can help teachers understand the nature of errors and take appropriate methodological decisions concerning prevention and treatment procedures.

20

Analiza błędów językowych w praktyce glottodydaktycznej (na przykładzie języka angielskiego w szkole ponadgimnazjalnej)

60%

Borecka V. E.

Białostockie Archiwum Językowe

|

2016

|

vol. 16

EN

The aim of the article is to draw attention to the problems of error analysis in terms of its suitability for glottodidactics. Error analysis from a conventional perspective consists of successive stages of error identification, description, explication and evaluation. Carrying out these activities in the procedural order enables implementation of the last phase of analysis – error therapy, which is also its goal. In a broader perspective, error prevention is also taken into account. However, it turns out that in pedagogical practice proper conduct of the processes of identifying, describing, and classifying errors may be complicated. The article briefly presents the technique of error analysis in foreign language teaching in theoretical terms and also shows problematic examples taken from research material in the form of written tasks in English of Polish secondary school students. A few reflections have been formulated to help teachers understand processes of linguistic difficulties and take appropriate decisions concerning the methodology of prevention and treatment of language errors.

Refine search results

Why is Spanish not used as an interlanguage in the Phillipines?

The Phenomenon of Interlanguage in the Process of Second Language Acquisition

L’apport des études sur les parlers bilingues dans l’enseignement/ apprentissage du polonais en milieu francophone

The expression of emotions by second language learners: Metaphor as a linguistic vehicle

Studies on the Interlanguage of Arab EFL Learners: An Overview

Dialogue-based school practices as a means of reducing conceptual fossilisation in language learning

Aspectos positivos de las influencias intralingüísticas en el proceso de adquisición de L2

English phonological errors by Kimakunduchi speaking EFL learners in Zanzibar

Pour une correction phonétique personnalisée en FLE ou de la remédiation « sur mesure » «

Wielotomowa gramatyka konfrontatywna języka bułgarskiego i polskiego

Differences in the formalization of the semantic category of definiteness / indefiniteness

Zjawisko interjęzyka w procesie przyswajania języka drugiego

Fossilization versus Stabilization in L2 Acquisition: Evidence from Inflectional Morphology among Yorùbá L2 English

Błąd w interjęzyku uczących się języka polskiego jako obcego a zakłócenia w komunikacji międzykulturowej

The Composite Nature of Interlanguage as a Developing System

The Composite Nature of Interlanguage as a Developing System

Combinatoire collocationnelle et linguistique de corpus dans l’apprentissage lexical du FLE

A perspectiva comparativa do pretérito perfeito composto, pretérito perfecto compuesto e present perfect

Błędy interferencji zewnętrznej w interjęzyku ucznia

Analiza błędów językowych w praktyce glottodydaktycznej (na przykładzie języka angielskiego w szkole ponadgimnazjalnej)