Generally, the idea is that languages of distant origins, such as English and many Asian languages, do not share many features and structures as they did not develop from the same roots. The present paper aims to analyze the transfer that occurs especially in those language combinations. Three studies are examined regarding the L1s of the subjects and the transfer types that can be observed. The main research question is the following: What types of transfer can be observed with English as a second language (ESL) learners whose L1s are not closely related to English as the target language?
Table of Contents
1 Introduction
2 Theoretical Background
2.1 Transfer
2.2 Negative and positive transfer, avoidance and over-use
3 Investigated Languages
4 Transfer Types in the Studies
5 Discussion
6 Conclusion
Research Objectives and Themes
This paper examines the role of linguistic transfer in second language acquisition (SLA) by analyzing how ESL learners from diverse language backgrounds—specifically those with L1s distinct from English—interact with English structures. The primary research question addresses the types of transfer observable in learners whose native languages are not closely related to English, investigating whether these learners exhibit only negative transfer or if positive transfer can also be identified.
- The theoretical foundations of linguistic transfer, including definitions by Odlin and others.
- Distinctions between negative transfer (errors) and positive transfer (facilitation).
- Comparative analysis of ESL learners with different native language origins (Asian vs. Indo-European).
- Evidence of transfer in specific grammatical domains like serial verb constructions, unaccusative verbs, and dative alternations.
- The impact of linguistic distance on the potential for successful cross-linguistic influence.
Excerpt from the Book
2.1 Transfer
In recent years, language transfer has become an area of increasing interest for research in second language acquisition (SLA), since the key aspect of learning a second language is the fact that at least one other language has previously been acquired, the L1 or mother tongue, and that language can provide a basis for acquiring the rules and structures of a new language. The theory behind linguistic transfer was first developed in the field of behaviorist psychology in the 1930s. It has since been subject to discussion, undergoing changes concerning its definition and the aspects it covers. In 1989, Odlin formulated a working definition that has since been widely accepted in the field and holds as the basis of the terminology used in this paper:
Transfer is the influence resulting from the similarities and the differences between the target language and any other languages that have been previously (and perhaps imperfectly) acquired.
(Odlin 1989, in Ellis 1994: 301)
In other words: Transfer – or “crosslinguistic reference”, as Sharwood Smith and Kellerman (1986, in Ellis 1994: 301) suggest as a more specific term – describes the process of applying knowledge from one language to another.
The most common process is transfer from a person’s L1 (or other L2s that they have [partially] acquired) to the target language, but transfer can in fact be bidirectional, meaning that an L2 can always also influence the L1 (or other L2s) (Kwon & Han 2008: 306). This development can be a conscious process; however, usually it occurs subconsciously. This lack of awareness on the learner’s side can make the presence of transfer exceptionally hard to detect, as it sometimes might present itself in an apparent manner, but usually it is too closely interconnected with other developmental factors, especially in child SLA, as stated by Kwon and Han (2008: 306).
Summary of Chapters
1 Introduction: This chapter introduces language transfer as a core area of SLA research and presents the research question regarding transfer types in learners with L1s distinct from English.
2 Theoretical Background: This section defines linguistic transfer and explores concepts such as positive and negative transfer, as well as avoidance and over-use.
3 Investigated Languages: This chapter compares various language groups and their proximity to English, setting the stage for analyzing how different linguistic roots influence L2 acquisition.
4 Transfer Types in the Studies: This section details specific findings from three studies, demonstrating how different learners apply L1 rules to English in areas like serialization and passivization.
5 Discussion: This chapter synthesizes the results, confirming that while linguistic distance often leads to negative transfer, positive transfer or successful target-like results can still occur through complex cognitive influences.
6 Conclusion: The conclusion summarizes that transfer is a universal phenomenon in SLA and that the first language remains a critical factor in the acquisition process, regardless of the distance between the languages.
Keywords
Second Language Acquisition, SLA, Language Transfer, L1, ESL, Negative Transfer, Positive Transfer, Facilitation, Linguistic Distance, Crosslinguistic Reference, Serial Verb Constructions, Overpassivization, Dative Alternation, Error Analysis, Interlanguage
Frequently Asked Questions
What is the core focus of this research paper?
The paper investigates the phenomenon of linguistic transfer in second language acquisition, specifically focusing on how ESL learners apply their native language (L1) knowledge to English when the two languages share little or no common linguistic roots.
What are the central thematic areas discussed?
The work covers theoretical definitions of transfer, the distinction between negative and positive transfer, the impact of linguistic distance, and the analysis of specific grammatical structures like dative alternations and verb serialization.
What is the primary research question?
The research asks what types of transfer occur in ESL learners whose native languages are significantly different from English and whether such learners exclusively exhibit negative transfer or also demonstrate signs of positive transfer.
Which scientific methodology is employed?
The paper utilizes a comparative analysis of three established studies (Helms-Park 2003, Kondo 2005, Whong-Barr & Schwartz 2002) to evaluate transfer patterns across different L1 groups and linguistic contexts.
What topics are covered in the main body?
The main body examines the theoretical background of transfer, compares different language groups (e.g., Vietnamese, Hindi-Urdu, Japanese, Korean, Spanish), and analyzes specific errors and successful transfers observed in the literature.
What key terms best describe this study?
Essential terms include Second Language Acquisition (SLA), negative and positive transfer, linguistic distance, interlanguage, and crosslinguistic reference.
How does the author define positive transfer or "facilitation"?
Positive transfer occurs when L1 knowledge helps the learner, resulting in fewer errors and an accelerated rate of learning, as the student successfully applies analogous features from their native language to the target language.
Does the paper conclude that distant languages prevent successful transfer?
No, the paper concludes that while great linguistic distance presents challenges, transfer remains a constant, and opportunities for both negative and positive transfer arise whenever languages differ in their rules and structures.
- Arbeit zitieren
- Anonym (Autor:in), 2020, Transfer Types In Second Language Acquisition Of English, München, GRIN Verlag, https://www.hausarbeiten.de/document/981261
