Cognitive Retroactive Transfer (CRT) of Language Skills among Trilingual Arabic-Hebrew and English Learners

Abu‐Rabia, Salim; Shakkour, Wael

doi:10.4236/ojml.2014.41001

Cited by 20 publications

(23 citation statements)

References 95 publications

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“…In other words the Greek orthographic skills did not improve since according to our results, the English orthographic experiences were not transferred to Greek (L1). This finding seems to be consistent with previous studies that did not find orthographic cross language transfer (Abu-Rabia & Bluestein-Danon, 2012;Abu-Rabia & Shakkour, 2014;Abu-Rabia, Shakkour, & Siegel, 2013;Wang, Park, & Lee, 2006;Wang, Perfetti, & Liu, 2005). Abu-Rabia & Siegel, (2002) claim that orthographic skills are language specific and therefore every language has unique orthographic rules.…”

Section: Discussionsupporting

confidence: 92%

“…However, the spelling results of the experimental group revealed a different pattern; regarding the third research question, the L2 orthographic results of the experimental group improved as a result of the intervention. This finding is supported by other studies that also found an improvement in orthography after an intervention in L2 among struggling readers (Abu-Rabia & Bluestein-Danon, 2012;Abu-Rabia & Shakkour, 2014;Abu-Rabia, Shakkour, & Siegel, 2013).…”

Section: Discussionsupporting

confidence: 82%

“…Several studies have shown that language components of L1, such as phonological and spelling knowledge contribute to the acquisition of L2 (Abu-Rabia & Bluestein-Danon, 2012;Abu-Rabia & Shakkour, 2014;Abu-Rabia et al, 2013;Durgunoglu, 2002;Kahn-Horwitz et al, 2005;Kieffer & Lesaux, 2008;Zhang & Koda, 2008;Talebi, 2014 (Sparks & Ganschow, 1995), the existence of difficulties in L1 is a predictor for difficulties in the L2. As Sparks, Patton, Ganschow, & Humbach (2009) report, when students fail to reach a high level of competency in L2, limited skills in L1 are also entailed.…”

Section: Research Findings On the Linguistic Skills Transfer Between mentioning

confidence: 99%

See 2 more Smart Citations

Cross-Linguistic Skills Transfer from the Second/Foreign Language to the First among Students with Learning Disabilities after an Intervention Program in the Second Language

Ανδρέου¹,

Segklia²

2019

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Cross-linguistic skills transfer from the first language (L1) to the second/foreign language (L2) has been widely investigated and the impact of L1 on L2 learning has been documented. On the other hand, there are few studies that have investigated the reverse transfer of skills that are from L2 to L1. These studies support the CRT hypothesis which claims that such a transfer exists and that when an intervention program for the improvement of specific linguistic skills in L2 is applied in children with learning disabilities there is an improvement of the same skills in their L1, except for spelling skills (Abu-Rabia & Bluestein-Danon, 2012; Abu-Rabia, Shakkour, & Siegel, 2013). In the present study, a linguistic skill transfer from L2 (English) to L1 (Greek) is investigated, after an intervention in the L2, among secondary school students with learning disabilities (LD). The students (mean age 13.6 years old) were divided into an experimental group which received an intervention in L2's decoding and spelling skills and also into a control group which did not receive any intervention. Both groups were tested in their decoding reading skills and spelling in both languages. Our results showed that there was a transfer from L2 to L1 for decoding skills in the intervention group but not for spelling. These findings are in line with the CRT Hypothesis giving support to a linguistic skill transfer from L2 to L1, except for orthographic knowledge which seems to be language specific.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionsupporting

confidence: 82%

Section: Research Findings On the Linguistic Skills Transfer Between mentioning

confidence: 99%

See 1 more Smart Citation

Cross-Linguistic Skills Transfer from the Second/Foreign Language to the First among Students with Learning Disabilities after an Intervention Program in the Second Language

Ανδρέου¹,

Segklia²

2019

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“…Those research findings are based on the hypothesis that there is a close relation between the students' skills in their first language and those in their second/foreign language (Sparks, 2012). At the same time, researchers orientate themselves towards the study of crosslanguage skills transfer (Abu-Rabia & Shakkour, 2014) and the role of the characteristics of each language system (Seymour, Aro & Erskine, 2003).…”

Section: Introductionmentioning

confidence: 99%

L1 and L2 skills in Specific Reading Disorder

Ανδρέου¹,

Tsela²,

Liakou³

2019

Proceedings of International Conferences of Experimental Linguistics

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The aim of the present study was to investigate morphosyntactic skills in primary and secondary school students with specific reading disorder and their equivalents with good reading skills, in Greek as a first language (L1) and in French as a foreign language (L2). The results of the study revealed significant differences between the two groups on all morphosyntactic tasks in both languages. Our results support the predictive property of the level of the morphosyntactic skills attained in the L1 for the acquisition of the same skills in the L2 for both students with specific reading disorder and typically developing.

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“…In the 1960s and 1970s, the influence of the rise of cognitive science on linguistics and psychology, especially the proposition of Chomsky's linguistic theory, shifted the perspective of language transfer from the comparison of language morphology to the study of the general development of English acquisition. Researchers pay attention to the universal development law in the process of English acquisition, and discuss the generation process of "interlanguage" in language acquisition instead of the hypothesis theory of contrastive analysis (Aburabia and Shakkour, 2014). Therefore, language transfer is no longer a common interpretation of language misuse in the process of language acquisition, but interlanguage hypothesis theory.…”

Section: Introductionmentioning

confidence: 99%

Cognitive Mechanism of Language Transfer: Brain Potential Data Analysis in English Comprehension

Wang¹

2018

Neuroquantology

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This study examines the effects of the differences between the deep meaning of the native language and the target language on language transfer in the cognitive process of English understanding from the aspects of behavior and cranial nerves. The experimental results show that besides the approximations in linguistic typology that impacts the formation of the cognitive mechanism of foreign language learner in the target language, the deep meaning relationship between the native language and the target language is also an important factor affecting language transfer, which affects the formation of the cognitive mechanism of foreign language learners to the target language. Specifically, English errors with the same meaning as Chinese cause significant N400 effect, while the error sentences with different meaning from Chinese do not cause the same brain potential effect. This study, from the perspective of cognitive neuroscience, supports the interpretation of language transfer by cognitive theory.

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Cognitive Retroactive Transfer (CRT) of Language Skills among Trilingual Arabic-Hebrew and English Learners

Cited by 20 publications

References 95 publications

Cross-Linguistic Skills Transfer from the Second/Foreign Language to the First among Students with Learning Disabilities after an Intervention Program in the Second Language

Cross-Linguistic Skills Transfer from the Second/Foreign Language to the First among Students with Learning Disabilities after an Intervention Program in the Second Language

L1 and L2 skills in Specific Reading Disorder

Cognitive Mechanism of Language Transfer: Brain Potential Data Analysis in English Comprehension

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