Crosslinguistic Influence of L1 (Arabic) in Acquiring Linguistic Items of L2 (English): An Empirical Study in the Context of Arab Learners of English as Undergraduate Learners

Mourssi, Anwar

doi:10.4304/tpls.3.3.397-403

Cited by 14 publications

(8 citation statements)

References 20 publications

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“…She is study hard). It is commonly attested in the early stage of L2 English by learners from diverse L1s, such as Arabic (Mourssi, 2013), Bantu languages (Suzman, 1999), Chinese (Yang, 2014), Hmong (Huebner, 1983), Japanese (Shibata, 2006), Korean (Ahn, 2003(Ahn, , 2006Kim, 2011), Russian (Ionin & Wexler, 2002), Spanish (Fleta, 2003;Mayo et al, 2005), and Turkish (Haznedar, 2007). Not only are the L1s of the learners producing be-insertion diverse, but the phenomenon is highly frequent.…”

Section: Introductionmentioning

confidence: 99%

Be-Insertion in Interlanguage: A Topic Marker, A Tense/Agreement Morpheme, or Both?

Nam¹

2019

Lang. Res.

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In L2 production, be-forms are often inserted before thematic verbs (e.g., She is study hard). There have been two hypotheses concerning the function of be-forms, that they are topic markers transferred from L1 or tense/agreement morphemes. This study examines the explanatory adequacy of the two hypotheses by comparing acceptability judgments and self-paced listening between Korean and Russian EFL learners. The results support neither hypothesis completely. Contrary to the Topic Marker Hypothesis, both L2 groups accepted be-insertion after non-topic as well as topic subjects. Against the T/AGR Morpheme Hypothesis, participants also accepted be-insertion after topicalized non-subjects. These results suggest that be-forms can have two functions simultaneously, and thus the two hypotheses must not be considered mutually exclusive. The data also call into question the role of L1 transfer, suggesting that the phenomenon may reflect a universal L2 strategy.

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Section: Introductionmentioning

confidence: 99%

Be-Insertion in Interlanguage: A Topic Marker, A Tense/Agreement Morpheme, or Both?

Nam¹

2019

Lang. Res.

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“…Other studies (Macaro, 2006;Conti, 2004) undertaken on strategies show that training on strategies improve the writing process of learners in L2. Empirical evidence (Köhlmyr, 2003;Miliander, 2003;Ye, 2004, Rosén, 2006Zhang, 2010;Pavlenko, 2011;Carrió-Pastor, 2012Mourssi, 2013) collected through errors in written compositions reveals that the influence of L1 is still an important factor at different levels of competency. The influence of L1 through MT could go beyond what theorists and teachers have believed until now.…”

Section: Introductionmentioning

confidence: 99%

The Global Conference on Education and Research: Volume 2

James

Çobanoğlu

2018

The Global Conference on Education and Research

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International (ANAHEI) is very honored and excited to host GLOCER 2018. This is the 12 th conference that ANAHEI is organizing. GLOCER received more than 200 abstracts/papers for the conference from 270+ authors. One hundred twenty-nine of these presentations are accepted to be presented at GLOCER 2018. GLOCER is a truly an interdisciplinary and global conference as we will host 200+ participants from 29 countries and from different fields of studies. We would like to thank each author for submitting their research papers to GLOCER 2018. As GLOCER 2018 was a peer-reviewed, double blind conference, we would like to thank each and every reviewer who ensured that the paper review process was a high quality and smooth. We also would like to thank the awards committee for their hard work in selecting the recipients of this year's award winners. We would like to thank University of South Florida Sarasota-Manatee for sponsoring GLOCER 2018. Without their support, this conference would have not been possible.

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“…Other studies (Conti, 2004;Macaro, 2006) undertaken on strategies show training on strategies improves the writing process of learners in L2. Empirical evidence collected through errors in written compositions from Carrió-Pastor (2012), Carrió-Pastor and Mestre-Mestre (2014), Köhlmyr (2003), Miliander (2003), Mourssi (2013), Pavlenko (2011), Rosén (2006), Ye (2004), and Zhang (2010), reveals that the influence of L1 is still an essential factor at different levels of competency. However, the results of Dulay and Burt (1974), Flynn (1984Flynn ( , 1987, and Krashen (1983) show a minimal or noninfluence of L1.…”

Section: Introductionmentioning

confidence: 99%

The role of mental translation in learning and using a second/foreign language by female adult learners

Falla-Wood¹

2018

JGER

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The purpose of this study is to ponder some theoretical considerations concerning a predominant phenomenon of mental translation (MT) observed by second language teachers and learners in learning and using a second/foreign language. The sample available to the researcher consists of seven female adult learners speaking different languages. The choice of the sample is not related to the age level of the learners, but their English level (5-6) according to the Canadian Language Benchmarks. The research instruments used in this study are two compositions written on two occasions, during 2013-2015 and in 2016, a personal questionnaire, a strategy questionnaire, and a structured face-to-face interview. The results show that learners use mental translation as a strategy to compare and establish similarities and differences between first language (L1) and second language (L2). The learners create a translational zone where they put the results of the comparisons between L1 and L2 (MT product). The MT product becomes a procedural knowledge, stored in the long-term memory. To write in L2, the learners retrieve the information from their translational zone automatically and without awareness. The type of errors made in both written compositions shows how the influence of the mother tongue prevails despite the time living in the second language country, or the study within an academic system or with tutors. The use of mental translation as a strategy and as a product can explain the errors made by the learners in the second language and the prevalence of the influence of L1 in learning and using L2.

show abstract

Crosslinguistic Influence of L1 (Arabic) in Acquiring Linguistic Items of L2 (English): An Empirical Study in the Context of Arab Learners of English as Undergraduate Learners

Cited by 14 publications

References 20 publications

Be-Insertion in Interlanguage: A Topic Marker, A Tense/Agreement Morpheme, or Both?

Be-Insertion in Interlanguage: A Topic Marker, A Tense/Agreement Morpheme, or Both?

The Global Conference on Education and Research: Volume 2

The role of mental translation in learning and using a second/foreign language by female adult learners

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