Search results

1

In 'other' words: Some thoughts on the transferability of collocations

100%

Odlin T.

Studies in Second Language Learning and Teaching

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2011

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vol. 1

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issue 3

447-451

EN

In discussions of cross-linguistic influence (also known as language transfer), the focus is usually on the influence of a particular structure in a particular instance of language contact, for instance, the negative transfer of serial verbs by Vietnamese learners of English: She has managed to rise the kite fly over the tallest building (Helms-Park, 2003). Even so, as Helms-Park acknowledges, serial verb constructions can and do surface in contact situations besides the one she studied in Canada, and they can involve speakers of different languages. While serial verb constructions have unique syntactic traits, the same point about the transferability of multiword constructions in different contact settings is applicable in other instances and with collocations that can be viewed as unique in their lexical as well as syntactic characteristics. The following article considers such a case, based in part on my own teaching experience but also on transfer research from other settings as well. After a discussion of a collocation that I call the repeated other pattern found in different settings, I briefly consider other cases of transfer having lexical and syntactic peculiarities and appearing in more than one contact situation. There will also be some discussion of factors that transfer researchers and language teachers would do well to consider.

2

The Effect of Content Instruction in L2 on L1 Pragmatics

100%

Kanik M.

Research in Language

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2011

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vol. 9

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issue 2

93-110

EN

This study investigates whether content instruction in English has an impact on L1 pragmatics. In this study a discourse completion test with eight request situations in Turkish was given to three groups of Turkish students enrolled in undergraduate programs in a faculty of education in Turkey. One group of students received most of their education in English. The other two groups received their education in Turkish. An interesting finding is that the differences in the make-up of the situations were only observed in situations with high imposition. This shows that instruction in the foreign language has an impact on sociopragmatic interpretation in L1. Overall, the results reveal that instruction in foreign language has an impact on first language pragmatic use.

3

The Effect of Content Instruction in L2 on L1 Pragmatics

100%

Kanik M.

Research in Language

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2011

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vol. 9

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issue 2

93-110

EN

This study investigates whether content instruction in English has an impact on L1 pragmatics. In this study a discourse completion test with eight request situations in Turkish was given to three groups of Turkish students enrolled in undergraduate programs in a faculty of education in Turkey. One group of students received most of their education in English. The other two groups received their education in Turkish. An interesting finding is that the differences in the make-up of the situations were only observed in situations with high imposition. This shows that instruction in the foreign language has an impact on sociopragmatic interpretation in L1. Overall, the results reveal that instruction in foreign language has an impact on first language pragmatic use.

4

The effect of non-conclusive melodic rises on Czech speech sounding French

88%

Bořil T., Šturm P., Skarnitzl R., Hévrová M., Köpke B.

Linguistica Pragensia

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2022

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vol. 32

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issue 1

125-141

EN

This paper is based on a study of first language attrition in Czechs living in France, which reveals that Czech expatriates in France use prominent rises in non-conclusive intonation patterns in their native language. We manipulated the speech of six expatriates by reducing the fundamental frequency (f 0) range of non-conclusive rises in a phrase, and the speech of six Czech control speakers by expanding the f 0 range to mimic the French-like prominent rises. The manipulations served, alongside filler items, as the basis for a perception test in which 37 native Czech listeners assessed how much the speakers’ pronunciation manifested marks of a long-term stay in France. The results confirmed our hypothesis that expanding the control speakers’ f 0 range would increase the perceived effect of French. However, reducing the f 0 range in the expatriate group did not yield lower French-effect ratings, most likely due to the presence of other pronunciation features in their speech.

5

Oppija teekond: sarnasuse tunnetamisest sihtkeeleparase kasutuseni

75%

Kaivapalu A.

Mäetagused

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2017

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vol. 69

243-264

EN

Most SLA theories and models have recognised cross-linguistic influence (CLI) as an important or even the major factor determining the second language acquisition, which, in interaction with other factors, determines the likelihood of the transferability of a given structure in a given context. Interlingual identifications made by learners between the first (L1) or formerly learned (Ln) and target language (TL) enable both positive and negative transfer from the L1/Ln, depending on the learners’ perceptions of the convergence or divergence of the L1/Ln and TL patterns. However, largely due to the visibility of non-target like language usage, the majority of studies on the CLI have focused on the negative outcomes of the issue or dealt with the CLI without separately tackling the positive and negative influence. In closely related languages like Finnish and Estonian with their rich inflectional morphology, the L1 influence is clearly seen in bound morphology, and its outcomes are considerably more often positive than negative. The paper aims to explore how and why learners’ perceptions of similarity do or do not get realised as positive CLI in inflectional morphology, on the basis of the following two databases: 1) thinking aloud protocols and retrospective interviews on an experimental inflection test of Estonian high school students learning Finnish as a foreign language; 2) longitudinal video-taped data of Estonian primary school children learning Finnish as a second language in a preparatory class. The results indicate that both second and foreign language learners benefit from similar inflectional patterns when they perceive cross-linguistic similarity and then apply a pattern similar to L1 and TL. For foreign language learners, the two main reasons of rejecting the converging morphological patterns of L1 and TL are: 1) a psychological barrier, avoiding “too” similar patterns in Estonian and Finnish, causing the repetition of the pattern during analogical processing; 2) competition between analogical and rule-based production, which is supported by foreign language instruction. In learning closely related inflectional morphology, system learning for production precedes item learning for production both in second and foreign language learners.

6

Reverse Lexical Transfer in a Multilingual’s Spoken Production in her Native Language

63%

Chłopek Z.

Studia Linguistica

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2013

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issue 32

33 - 51

EN

Psycho- and neurolinguistic research studies show that the languages present in the bi-/multilingual mind interact with each other. A person who has appropriated at least two languages possesses a highly complex and dynamic linguistic competence, whose inherent characteristic is cross-linguistic influence. Importantly, native languages are not spared from the influence of later appropriated non-native languages. Most studies dealing with reverse transfer focus on second language (L2) influences on the mother tongue (L1). This article takes the issue one step further, by investigating reverse transfer from three non-native languages into the mother tongue. In particular, it deals with the influence of the second language (English), the third language (German) and the fourth language (French) on the first language (Polish). The analysis of the occurrences of reverse lexical transfer observed in unstructured spoken production shows that a dominant native language may undergo influences of non-native languages, provided that they are also proficiently mastered and regularly activated. Reverse transfer is understood predominantly as a strategy resulting from the ability of a person fluent in their languages to juggle with their language competences in order to express a variety of concepts, to achieve specific communicative intentions and to compensate for temporary lexical retrieval problems.

7

Z wpływów międzyjęzykowych u osób wielojęzycznych

63%

Nowacka D.

Linguodidactica

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2016

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vol. 20

PL

Zmieniająca się w ostatnich latach rzeczywistość społeczno-ekonomiczna i polityczna Europy w znacznej mierze wpłynęła na intensyfikację wymiany m.in. gospodarczej, technologicznej czy naukowej między państwami europejskimi, wśród których jest także i Polska. Nowe możliwości migracyjne społeczeństw w celach zarobkowych i turystycznych oraz nowa polityka językowa pociągnęły za sobą zmiany w językowym modelu współczesnego Europejczyka. Współczesny Europejczyk to osoba już nie tylko dwujęzyczna, ale biegle władająca kilkoma językami poza ojczystym. Jak pokazują dane statystyczne, osoby monolingwalne należą obecnie na świecie do mniejszości, a zjawisko wielojęzyczności uchodzi dziś za normę. Polscy uczniowie na I i II etapie edukacyjnym oraz polscy studenci, zgodnie z tendencją kształcenia językowego, również podlegają obowiązkowi nauki języków obcych, wpisując się w językowy model współczesnego Europejczyka. W umyśle osób dwu-/wielojęzycznych w trakcie nabywania języka docelowego (target language) zachodzą interakcje między językami niedocelowymi (non-target languages), wpływające na efektywność procesu nabywania języka docelowego. Artykuł jest próbą klasyfikacji oraz opisu wpływów międzyjęzykowych, zachodzących w umyśle studentów slawistyki KUL – rusycystów z L1 językiem polskim, używających i nabywających nowy lub nowe języki obce (L2 – język rosyjski, L3 – język ukraiński).

EN

The recently changing socio-economic and political European reality largely influenced the intensification of economic, technological and scientific exchange between European countries, among which there is also Poland. New migration opportunities of societies for earning and tourism purposes and the new language policy entailed changes in the linguistic model of a contemporary European. The modern European is a person not only bilingual, but fluent in several languages other than their own. As the statistics show, monolingual people are a minority in today’s world, and the phenomenon of multilingualism is widely regarded as the norm. Polish pupils on the first and second stage of education and Polish students, in line with the trend of language education, also have to study foreign languages, becoming part of a linguistic model of a contemporary European. In the mind of bi- / multilingual speakers in the process of acquiring the target language there occur interactions between non-target languages, affecting the efficiency of the process of acquiring the target language. The article is an attempt to classify and describe interlingual influences taking place in the mind of the students of Slavic studies at KUL – students of Russian studies with Polish being their native language, using and acquiring a new foreign language or languages (L2 - Russian, L3 – Ukrainian).

8

Students’ L1 non-standard lexical constructions as an effect of second language formal instruction

63%

Chwesiuk U.

Studia Językoznawcze. Synchroniczne i diachroniczne aspekty badań polszczyzny

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2021

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vol. 20

5-19

PL

Zjawisko transferu językowego z języka rodzimego na język obcy było przedmiotem wielu badań. Jednakże nie poświęcono jeszcze wystarczająco wiele uwagi interferencji językowej, w której to znajomość języka obcego wpływa na użycie języka natywnego. Wśród badań poświęconych transferowi z języka rodzimego na język obcy znajdują się prace: Bloem, Bogaard & La Heij (2004), Havlaskova (2010), SattiHamad & Yassin (2015) oraz Dweik (2017), które wskazały, iż najczęściej pojawiającymi się błędami w tłumaczeniach na język obcy są błędy leksykalne i/lub składniowe. W niniejszej pracy przedstawione są wyniki badań, z których wynika, że podczas tłumaczenia z języka obcego na język natywny popełniane są te same rodzaje błędów. Artykuł zawiera analizę transferu językowego z języka angielskiego jako języka obcego do niestandardowych konstrukcji w języku polskim jako języku rodzimym. Za materiał badawczy służą pisemne prace tłumaczeniowe studentów studiów magisterskich na kierunku filologia angielska. Pomimo rozwiniętej świadomości językowej oraz wieloletniej edukacji pod kątem tłumaczeń studenci nadal często popełniają błędy tłumaczeniowe, wynikające z transferu językowego, przy czym popełnianymi najczęściej okazują się błędy leksykalne. Większość błędów dotyczy niewłaściwego użycia słowa wynikającego z polisemii w języku angielskim, ignorowania frazeologii, pominięcia lub dodania przyimka, użycia zaimka dzierżawczego zamiast zwrotnego oraz niewłaściwego szyku zdania. Występowanie powyższych błędów niesie ze sobą implikacje dla metodyki nauczania zarówno języka angielskiego, jak i polskiego.

EN

While a lot of research has been carried out in order to investigate cross-linguistic transfer in the direction from the native language (L1) towards the second language (L2) as well as L2 impact on L1 in childhood bilinguals (Yelland, Pollard & Mercury 1993; Cunningham & Graham 2000) and immigrants (Jarvis 2003; Pavlenko & Jarvis 2002; Laufer 2003; Pavlenko 2003), studies on the impact of foreign language learning in the classroom on L1 in L1-dominant environment are scarce. Regarding the L1 to L2 influence, studies such as Bloem, Bogaard & La Heij (2004), Havlaskova (2010), SattiHamad & Yassin (2015) and Dweik (2017) demonstrated that most frequent errors occurring in translation are lexical and/or syntactic ones. The aim of the paper is to demonstrate that the same sort of interference occurs in the direction from the second language learned formally in the classroom to the native one in an environment where the latter is firmly established as the language of the country where learning takes place. In other words, the study is focused on investigating the cross-linguistic influence from English as the second language on creating non-standard lexical constructions in Polish as the mother tongue by native speakers of Polish living in Poland. The paper presents excerpts from written translation assignments of Master’s degree students of English Philology at the University of Szczecin. Despite their advanced linguistic awareness and a few years of translation instruction, students are still prone to commit transfer errors in translation from English to Polish, especially in the field of lexical semantics. Transfer-based errors include omission of a preposition, using a possessive pronoun instead of a reflexive pronoun, adding a preposition, unnatural word order, ignoring phrasemes and collocability, and wrong lexical choice in situations where polysemy occurs in English. This has implications for the methodologies of teaching English as well as Polish.

9

Transfererscheinungen zu Beginn des L3-Erwerbs: Evidenz aus der schriftlichen Sprachproduktion mehrsprachiger Deutschlerner

51%

Długosz K., Długosz K.

Kwartalnik Neofilologiczny

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2018

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issue 4

10

L2 effects on L1 in foreign language learners: an exploratory study on object pronouns and verb placement in wh-questions in Polish

51%

Długosz K.

Prace Językoznawcze

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2021

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vol. XXIII/4

153–172

PL

Niniejsza praca koncentruje się na wpływie języka obcego na język ojczysty na poziomie gramatycznym. W ramach badania poprzecznego przeprowadzono test akceptowalności gramatycznej, w którym wzięło udział 25 Polaków uczących się języków niemieckiego i angielskiego oraz grupa kontrolna 16 jednojęzycznych Polaków. Test obejmował dwa zjawiska gramatyczne: zaimki anaforyczne wewnątrz zdania w funkcji dopełnienia (zjawisko na styku składni i pragmatyki) oraz pozycję czasownika w pytaniach szczegółowych (zjawisko należące do ścisłej składni). Wyniki ukazują, że zaimki anaforyczne, które nie mogą przyjąć formy anafory zerowej wewnątrz zdania w językach niemieckim i angielskim, są istotnie częściej akceptowane przez wielojęzycznych uczniów niż przez jednojęzyczną grupę kontrolną. Zaimki dopełnieniowe w języku ojczystym zdają się być zatem zjawiskiem podatnym na wpływ języka obcego w przeciwieństwie do właściwości o charakterze czysto składniowym. Niniejsze badanie nie tylko stanowi potwierdzenie tezy, według której zjawiska na styku modułów językowych są bardziej podatne na wpływy międzyjęzykowe niż zjawiska należące do ścisłej składni, ale również rozszerza ją na wpływ języka obcego na język ojczysty.

EN

This study investigates L2 effects on L1 grammar in foreign language learners. As part of a cross-sectional study, 25 Polish native speakers learning English and German, and 16 Polish monolingual speakers participated in an acceptability judgment test in Polish. The test involved two grammatical phenomena: anaphoric object pronouns which lie at the syntax-pragmatics interface, and verb placement in wh-questions, which is a property of narrow syntax. The analysis shows that multilingual learners accepted overt anaphoric object pronouns in a sentence-internal position significantly more frequently than monolingual speakers from the control group. Object pronouns in the native language seem to be an element open to the influence of a foreign language, in contrast to linguistic properties which are solely syntactic. This study thus confirms that interface phenomena are more prone to cross-linguistic influence than purely syntactic features, but it also extends this thesis to include L2 effect on L1.

11

Jazykový transfer u pokročilých hindských/urdských mluvčích češtiny jako druhého jazyka

51%

Melnikova N.

Studie z aplikované lingvistiky - Studies in Applied Linguistics

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2022

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vol. 13

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issue 1

18-41

EN

This paper examines the influence of Hindi/Urdu on Czech in advanced Hindi/Urdu L1 speakers of Czech as a second language. At present, dozens of Hindi/Urdu L1-speakers enroll in Czech language courses in India every year, and thousands of Hindi/Urdu L1-speakers live in the Czech Republic and have acquired Czech at various levels of proficiency. The objective of this paper is to provide first empirically based insights for teachers of Czech as a foreign/second language to Hindi/Urdu L1-speakers in India and in the Czech Republic. This study analyzes language production of 10 Hindi/ Urdu L1 speakers who have lived long-term in the Czech Republic. The analysis is based on recordings of informal conversations. The obtained linguistic data was compared with standard grammar descriptions of Hindi/Urdu and Czech in order to perform error analysis. With the help of contrastive analysis, errors caused by language transfer were identified and categorized according to the following language domains: phonetics and phonology, and morphosyntax.

12

The influence of foreign languages on L1: the case of intervocalic stop occlusion

51%

Sypiańska J.

Neofilolog

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2021

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issue 56/2

283-305

EN

The aim of the article is to investigate cross-linguistic influence (CLI) of foreign languages on the L1 also referred to as L1 drift. The influence is measured by means of the degree of intervocalic stop occlusion in all the languages of L1 Polish, L2 Spanish and L3 English multilinguals. Although Polish is a language with no systemic spirantization of intervocalic stops, the assumption is that if L1 Polish is under the influence of L2 Spanish in multilinguals the degree of intervocalic stop occlusion may be lower in the otherwise non-spirantized context in L1 Polish. The degree of intervocalic stop occlusion is calculated with measures of intensity: Cmin, Vmax; but also with measures of relative intensity used in spirantization research: IntDiff and IntRatio. The results show that only Cmin and Vmax effectively capture the influence of L2 on L1, whereas the extent of the influence is conditioned by how well the speakers master spirantization in their L2 Spanish. Finally, as predicted, the L3 does not constitute a source of influence for the L1.

Refine search results

In 'other' words: Some thoughts on the transferability of collocations

The Effect of Content Instruction in L2 on L1 Pragmatics

The Effect of Content Instruction in L2 on L1 Pragmatics

The effect of non-conclusive melodic rises on Czech speech sounding French

Oppija teekond: sarnasuse tunnetamisest sihtkeeleparase kasutuseni

Reverse Lexical Transfer in a Multilingual’s Spoken Production in her Native Language

Z wpływów międzyjęzykowych u osób wielojęzycznych

Students’ L1 non-standard lexical constructions as an effect of second language formal instruction

Transfererscheinungen zu Beginn des L3-Erwerbs: Evidenz aus der schriftlichen Sprachproduktion mehrsprachiger Deutschlerner

L2 effects on L1 in foreign language learners: an exploratory study on object pronouns and verb placement in wh-questions in Polish

Jazykový transfer u pokročilých hindských/urdských mluvčích češtiny jako druhého jazyka

The influence of foreign languages on L1: the case of intervocalic stop occlusion