Bidirectional Crosslinguistic Influence in Language Learning: Linguistic Aspects and Beyond

Moattarian, Aasa

doi:10.5296/ijl.v5i4.3746

Cited by 7 publications

(3 citation statements)

References 25 publications

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“…Well-developed, pre-established concepts and mental structures together with automatized cognitive processes often hinder restructuring and new development" (p. 14). Some researchers summarized the role of L1 transfer as a composing and compensating strategy which can help the learners to originate, develop, compose, and organize thoughts in the L2 production (e.g., [13]).…”

Section: Cross-linguistic Influence In Second Language Acquisitionmentioning

confidence: 99%

English CFL Learners' Acquisition of le in Chinese Pivotal and Serial-events Sentences: A Corpus-based Study

Tang¹

2020

lls

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Chinese and English have typological differences in marking the temporal categories of verbs in sentences with multiple verbs. The perfective morpheme "le"is conventionally used after V2 to mark the completion of the event-continuum represented by both V1 and V2 in Chinese pivotal or serial-events sentences. In reminiscent English sentences, V1 inflects with tense and takes the suffix "-ed". The current study aims to investigate if the contrast between English and Chinese influences Chinese English as foreign language (CFL) learners' acquisition of "le" in pivotal and serial-events sentences. Via an analysis in HSK dynamic written composition corpus, we found misuses about mis-positioned "le" and lexical collocations in pivotal and serial-events sentences. The results showed that English CFL learners were influenced by English past tense marker "-ed" in the production of "le" in pivotal and serial-events sentences. L2 proficiency was not an influential factor in misusages but played a role in the total usage of these structures, i.e., high-proficiency learners produced these sentences more frequently than low-proficiency learners. It suggests that English CFL learners may have used the tense cue in their L1 to compose Chinese sentences with multiple verbs, and with the development of L2 proficiency, they tended to use pivotal or serial-events sentences more frequently. This finding reveals the morpho-syntactic transfer from English L1 to Chinese L2, contributes to the theories in second language acquisition in general, and gives pedagogical implications on Chinese L2 teaching.

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Section: Cross-linguistic Influence In Second Language Acquisitionmentioning

confidence: 99%

English CFL Learners' Acquisition of le in Chinese Pivotal and Serial-events Sentences: A Corpus-based Study

Tang¹

2020

lls

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“…The term “crosslinguistic influence” describes cognitive and linguistic processes that allow to apply knowledge of one language to another language (Moattarian, 2013 ). Cross linguistic influences in language production among speakers of multiple languages have been attributed to learner characteristics, including number of languages spoken and linguistic proficiency.…”

Section: Introductionmentioning

confidence: 99%

Cognitive and Linguistic Skills Associated With Cross-Linguistic Transfer in the Production of Oral Narratives in English as a Foreign Language by Arabic- and Hebrew-Speaking Children: Finding Common Denominators

Russak

Zaretsky

2021

Front. Psychol.

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Many studies have examined literacy and related skills among learners of English as a foreign language (EFL), but little attention has been given to the role of oral language within a cross-linguistic framework despite the fact that English is the most widely spoken additional language today. Oral narratives rely on lexical, morphosyntactic, and conceptual knowledge. An in-depth examination of this modality can shed light on specific associations between cognitive and linguistic L1 and EFL skills and suggest possible mediating variables that assist multilingual speakers in producing complete oral narratives in EFL. The present study examined L1 and EFL contributors to EFL oral narratives produced by native Arabic (n = 85) and Hebrew (n = 86) speaking sixth graders seeking to identify cross-linguistic influences. We assessed general cognitive skills, phonological memory (PM), lexical, morphosyntactic knowledge, and reading comprehension in L1 (Hebrew speakers), Modern Standard Arabic (MSA, L2), L3 Hebrew (for Arabic speakers) and EFL. The “Cookie Theft” task assessed EFL elicited narratives using modified narrative analysis scales to account for microstructure (lexical and morphosyntactic complexity) and macrostructure (understanding story elements), generating a Total Narrative score. Our results yielded different patterns of underlying psycholinguistic profiles, and cross and within language associations for each group. Strong interactions between L1, L2/L3, and EFL morphological awareness and reading comprehension suggested cross-linguistic transfer. Regression analysis identified the most influential skills supporting EFL narratives for each linguistic group: English reading comprehension (ERC) was essential for Hebrew speakers and English morphological awareness (EMA) for Arabic ones. These results suggested different allocations of cognitive and linguistic resources in EFL narratives. The results also allowed to identify a common mediating skill for both groups. Findings are discussed within the theoretical framework of the Interdependence Hypothesis, the Linguistic Proximity Model, as well as accounts of direct and indirect transfer, which illuminate the impact of typological distance, general language proficiency and components of linguistic knowledge on cross-linguistic transfer in EFL oral language production.

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“…Examples of pragmatic transfer with an effect of L2 on L1 are found in Kecskes and Papp (2003), Matsumura (2007), Ribbert and Kuiken (2010) and Moattarian (2013). Kecskes and Papp discuss dynamic change in transfer phenomena, emphasizing the effect of L2 on L1.…”

Section: Pragmatic Transfer and Communication Accommodation Theorymentioning

confidence: 99%

Vietnamese and Australian interpretations of silence: similarities, differences and accommodation

Do¹

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This study investigated interpretations of silence used by Vietnamese and Australians and the cultural differences and similarities in perceived likelihood of silence and its interpretations. It also examined if and how Vietnamese adapt silence-related behavior in communication withAustralians. This work was exploratory, inspired by the relative lack of detailed studies of silence in Vietnamese culture and in intercultural contexts with Australians, since existing research tends to rely on a stereotype of Vietnamese as more silent.There were three research questions in this study: (1) Based on the comparison of reported likelihood of silence and speaking, the study found that contrary to the stereotype, the VV were not more likely to be silent than the AA group, indeed Australians believed they would be silent in slightly more situations than the VV. Meanwhile the VA were the most likely to be silent in only one situation. The image of the Vietnamese as more silent was therefore not supported by this study in a straightforward way.Focusing on the interpretations of silence, this study showed that silence is more than an absence of sound. Participants supplied a range of interpretations of silence including, in order of frequency, acquiescence, disregard, avoidance, processing, courtesy, apprehension, discourtesy, displeasure, dissent, discomfort, and regret.ii The results showed significant similarities among all three groups in more than one third of the surveyed situations. In a number of cases, for example dealing with strangers and/or threats of conflict, participants across all groups were likely to be silent, and interpreted silence as a means of avoidance. This study found that in many of the other 21 surveyed situations where reported likelihood of silence differed across the three groups that the interpretations of silence were highly context dependent. Surprisingly there were situations where silence had both positive and negative connotations, for example, courtesy and discourtesy, acceptance and refusal. iii Declaration by authorThis thesis is composed of my original work, and contains no material previously published or written by another person except where due reference has been made in the text. I have clearly stated the contribution by others to jointly-authored works that I have included in my thesis.

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Bidirectional Crosslinguistic Influence in Language Learning: Linguistic Aspects and Beyond

Cited by 7 publications

References 25 publications

English CFL Learners' Acquisition of le in Chinese Pivotal and Serial-events Sentences: A Corpus-based Study

English CFL Learners' Acquisition of le in Chinese Pivotal and Serial-events Sentences: A Corpus-based Study

Cognitive and Linguistic Skills Associated With Cross-Linguistic Transfer in the Production of Oral Narratives in English as a Foreign Language by Arabic- and Hebrew-Speaking Children: Finding Common Denominators

Vietnamese and Australian interpretations of silence: similarities, differences and accommodation

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