Utilizing First Language Negative Transfer to Facilitate Second Language Learning

Wei Guo

doi:10.47297/wspiedWSP2516-250004.20220610

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Utilizing First Language Negative Transfer to Facilitate Second Language Learning

6卷第10期

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Utilizing First Language Negative Transfer to Facilitate Second Language Learning
Utilizing First Language Negative Transfer to Facilitate Second Language Learning
Xi'an Jiaotong-Liverpool University Suzhou 215123 ,Jiangsu
2022年6卷第10期页码：22-28
纸质出版日期： 2022-10-25 ，
DOI：10.47297/wspiedWSP2516-250004.20220610
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Utilizing First Language Negative Transfer to Facilitate Second Language Learning[J]. 国际教育与发展（英文版）, 2022,6(10):22-28.

Wei Guo.Utilizing First Language Negative Transfer to Facilitate Second Language Learning[J].Journal of International Education and Development,2022,06(10):22-28.
Utilizing First Language Negative Transfer to Facilitate Second Language Learning[J]. 国际教育与发展（英文版）, 2022,6(10):22-28. DOI： 10.47297/wspiedWSP2516-250004.20220610.

Wei Guo.Utilizing First Language Negative Transfer to Facilitate Second Language Learning[J].Journal of International Education and Development,2022,06(10):22-28. DOI： 10.47297/wspiedWSP2516-250004.20220610.

摘要

Abstract

First language (L1) interference is seen as a major factor affecting the acquisition of a second language (L2). The effect can be on any aspect of the target language

such as grammar

pronunciation

vocabulary and so on (e.g. Taylor

as cited in Krashen

1981; Beardmore

1982; Bhela

1999; Nation

2001; Hayati

1998 as cited in Derakhshan and Karimi

2015; Bardovi-Harlig and Spouse

2018). For example

'When learners write or speak in L2

they tend to transfer the rhetorical pattern

sentence structure

vocabulary use of their L1. If these features of the two languages are similar

L1 facilitates the acquisition of L2 (positive transfer); if different

L1 prohibits the proficiency in L2 (negative transfer) (Selinker

1983; Hayati

1998 cited in Derakhshan and Karimi

2015; Bardovi-Harlig and Spouse

2018). Generally

the more different the two languages are

the more likely the negative transfer will take place in the learning process. However

this can be addressed if the learners are aware of the relationship between the two languages. Since Chinese and English languages are vastly different which pose great challenges to Chinese learners of English

it is important to guide them to see the differences between the two languages. For example

Chinese is topic prominent whereas English is subject prominent; Chinese does not have tense inflections of verbs while that is a common feature of English. In addition

what can be easily expressed in one simple sentence in Chinese might need a compound or complex English sentence

or even a group of English sentences to convey a clear meaning

vice versa. This paper comparatively analyzed the linguistic features of a well written argument in Chinese and its English translation (See Appendix) using functional discourse grammar approach

and proposed some feasible solutions

which could give L2 learners and teachers a different perspective of approaching the target language.

关键词

Keywords

Native language migrationChinese contextEnglish study

references

Bardovi-Harlig, K. Sprouse, R.A. (2017) 'Negative Versus Positive Transfer'. in Liontas, J. and DelliCarpini, M. (eds) The TESOL Encyclopedia of English Language Teaching. https://doi.org/10.1002/9781118784235.eelt0084https://doi.org/10.1002/9781118784235.eelt0084

Beadsmore , H. B. (1982) Bilingualism. Tieto: Avon.

Bhela B. (1999). 'Native language interference in learning a second language: Exploratory case studies of native language interference with target language usage'. International Education Journal, 1(1), pp. 22-31. https://doi.org/10.1111/j.1467-1770.1984.tb00341.xhttps://doi.org/10.1111/j.1467-1770.1984.tb00341.x

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Derakhshan A. & Karimi E. (2015). 'The Interference of First Language and Second Language Acquisition'. Theory and Practice in Language Studies. 5. 2112. DOI: 10.17507/TPLS.0510.19http://dx.doi.org/10.17507/TPLS.0510.19.

Deterding D. H. and Poedjosoedarmo G. R. (2001) The Grammar of English: Morphology and Syntax for English Teachers in Southeast Asia. Singapore: Prentice Hall.

Krashen, S. D. (1981) Second language acquisition and second language learning. University of Southern California: Pergamon press Inc.

Halliday, M.A.K. (1994) An Introduction to Functional Grammar (2nd Edition). London: Edward Arnold.

Halliday M.A.K. and Matthiessen C.M.I.M. (2004) An Introduction to Functional Grammar (3rd Edition). London: Edward Arnold.

Li, C.N. Thompson, S.A. (1981) Mandarin Chinese: A Functional Reference Grammar. Berkeley and Los Angeles: University of California Press.

Nation, P. (2001) 'The role of the first language in foreign language learning'. Asian EFL Journals, 32(3), 177-175.

Selinker L. (1983). 'Language transfer'. in Gass, S. & Selinker, L. (eds.) Language transfer in language learning. Rowley, MA: Newbury House. pp.33-68.

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