The Role of Native Language Does one’s native language influence L2 acquisition?

Transfer: It is a term that was used extensively in the first half of the twentieth century and refers to the psychological process where by prior learning is carried over into a new learning situation. The learning of task A will affect the subsequent learning of task B. Examples: Tennis and table tennis. School mathematics and statistical computation. Roller skate and ice skating. Typewriter and keyboard.

Positive transfer (facilitation) +: This emphasizes the beneficial effects of prior experience on current thinking, action, and learning. Negative transfer (interference) - : The interference of previous learning in the process of learning something new, such as as when a U.S. tourist in England learns to drive on the left side of the road.

Language transfer (also known as L1 interference, linguistic interference, and crossmeaning) refers to speakers or writers applying knowledge from their native language to a second language. When the L2 and the L1 of the learners have common rules, it is called positive transfer. On the other hand, negative transfer occurs when the rules of L2 and L1 of the learners are in conflict with each other. This is the cause of numerous mistakes that the L2 learners may encounter.

Language transfer example: According to the initial view of language transfer, if speakers of a particular language (in this case, Italian) form questions by saying: Mangia bene il bambino? Eats well the baby ‘does the baby eat well?’ Then those same (Italian) speakers learning English would be expected to say Eats well the baby?

Background Underlying much work in the 1950s and 1960s was the notion of language as habit. Second language learning was seen as the development of a new set of habits. The role of the native language, then, took on great significance, because it was the major cause for lack of success in learning the L2.

Contrastive Analysis Hypothesis CAH is a way of comparing languages in order to determine potential errors for the ultimate purpose of isolating what needs to be learned and what does not need to be learned in a second language situation. As Lado detailed, one does a structure–by-structure comparison of the sound system, morphological system, syntactic system, and even the cultural system of two languages for the purpose of discovering similarities and differences. The ultimate goal is to predict areas that will be either easy or difficult for learners.

Views of CAH 1.A priori view (strong version): One could make predictions about learning and hence about the success of language-teaching materials based on a comparison between two languages. 2.A posteriori view (weak version): The weak version starts with what learners do and attempts to account for those errors on the basis of NL-TL differences.

Downfall of CAH 1.Decline of Behaviorism 2.Predictions put forward by CAH were mostly wrong. Ex: In French, object pronouns precede the verb. -Je les vois -I them see -‘I see them’ In English, object pronouns follow the verb. However, the following facts emerge in learner data: By French learners of English -I see them (produced) *I them see. (not produced).

Error Analysis Why errors are important when we want to learn something? Errors and L2 Why are they important? Second language errors are not to be viewed solely as a product of imperfect learning; hence, they are not something for teachers to throw their hands up in the air about. Rather, they are to be viewed as indications of a learner’s attempt to figure out some system.

Mistake and error -Mistakes are only one time events such as slips of tongue. The speaker who makes a mistake can recognize it and self-correct it. An error on the other hand is systematic. It occurs repeatedly and is not recognized by the learner.

What is error analysis? It is a type of linguistic analysis that focuses on the errors learners make. The comparison is made between the errors a learner makes in producing the TL and the TL form itself. How does it differ from the weak version of CA? In CA the comparison is made with the native language, whereas in error analysis it is made with the TL.

Steps of EA 1.Data need to be collected. 2.Identify errors 3.Classify errors 4.Quantify errors 5.Analysis of source 6.Remediation

There are two main error types within an error analysis framework: 1. Interlingual 2. Intralingual (determine-examine) Researchers have found that early stages of language learning are characterized by a predominance of interference (interlingual transfer), but once learners have begun to acquire parts of the new system, more and more intralingual transfer is manifested.

Errors in Error Analysis «There is a danger in too much attention to learners’ errors. While errors indeed reveal a system at work, the classroom teachers can become so preoccupied with noticing errors that the correct utterances in the second language go unnoticed. While the diminishing of errors is an important criterion for increasing language proficicency, the ultimate goal of second language learning is the attainment of communicative fluency (Douglas Brown).» Another shortcoming in error analysis is an overemphasis on production data. Comprehension data is equally important in developing an understanding of the process of SLA. Error analysis fails to account for the strategy of avoidance. Ex: Native Japanese speakers were largely avoiding to use relative clauses and thus not manifesting nearly as many errors as some native Persian speakers.

New trends on the role of previously known languages Morpheme order studies: These studies argue that there is a natural order of the acquisition of English morphemes no matter what the one’s native language is. Thus, there appeared to be evidence for the lack of importance of native language influence (these studies were based on mentalist view). Problems: 1. The tests were biased. 2. Problematic data structure 3. Differantial learning rates and paths revealed by other research.

Avoidance: If a learner finds some particular construction in the target language difficult to understand it is likely that he/she tries to avoid using or producing it. Schachter (1974) showed that knowledge of the difference between L1 and L2 did make a difference to learners’ L2 production. But greater differences did not imply greater errors. Instead, learners chose to avoid using the more difficult structure. When speaking or writing an L2, the learner is often found to try to avoid using difficult words or structures, and use some simpler words or structures instead. This phenomenon in L2 learning/acquisition is termed 'avoidance behaviour' first brought to light by Schachter (1974). What problems can avoidance cause?

Overproduction: learner produces a given L2 structure with much greater frequency than natives of L2 do.

Interlanguage Transfer What is interlanguage: An interlanguage is the term for a dynamic linguistic system that has been developed by a learner of a second language who has not become fully proficient yet but is approximating the target language: preserving some features of their first language or overgeneralizing target language rules in speaking or writing the target language and creating innovations. Interlanguage transfer: The influence of L2 on third or fourth languages.