Effects of Cross-Linguistic Influences on Second Language Acquisition: A Corpus-Based Study of Semantic Transfer in Written Production

Torrijos, María del Mar Ramón

doi:10.4995/rlyla.2009.741

Cited by 5 publications

(4 citation statements)

References 10 publications

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“…One of the efforts to investigate SLA was made by Torrijos (2009). This study aims to illustrate the importance of L1 in the written production of L2 and examine errors made by Spanish learners of English in the semantic field.…”

Section: Literature Reviewmentioning

confidence: 99%

Cross-Linguistic Interference in the Syntactic and Semantic Acquisition of Arabic Language

Abu Dosh,

Al-Mahameed

2024

IJLLT

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The present study aims to investigate cross-linguistic interference in the syntactic and semantic acquisition of Arabic. An essay writing test is used to collect data. A total of 30 English and Spanish speakers of Arabic participates in this quantitative study. The participants are selected from three language centers in Jordan via convenient sampling procedures. The analysis of data reveals the following main findings: L1 transfer errors made by English and Spanish speakers of Arabic at the syntactic level account for 45% and 22.1%, respectively, while the percentage of intralingual errors made by English and Spanish speakers of Arabic at syntactic level account for 55%, and 77.9% respectively. On the other hand, the findings demonstrate that the percentage of L1 transfer errors made by English and Spanish speakers of Arabic at the semantic level are 34.85% and 14.3%, respectively, while the total percentage of intralingual errors made by English and Spanish speakers of Arabic at semantic level account for 65.15%, and 85.7 % respectively. The primary source of errors made by English and Spanish speakers of Arabic at both syntactic and semantic levels is intralingual interference.

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Section: Literature Reviewmentioning

confidence: 99%

Cross-Linguistic Interference in the Syntactic and Semantic Acquisition of Arabic Language

Abu Dosh,

Al-Mahameed

2024

IJLLT

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“…The strong version of Contrastive Analysis claims that difficulties in learning a target language may be predicted by identifying the phonological, morphological, syntactic, and other linguistic differences between L1 and the target language (Schachter, 1974). The weak version of Contrastive Analysis claims that a particular structure in L1 should be analysed if language learners commonly make a specific type of error in constructing a particular structure in the target language (Torrijos, 2009). Contrastive analysis studies claim that errors in the target language can be predicted by identifying the differences between forms and patterns in L1 and the target language.…”

Section: Literature Review Contrastive Analysis Vs Error Analysismentioning

confidence: 99%

“…Still, many studies reported L1 interference as one of the sources of language learners' errors in syntactic production. For instance, Torrijos (2009) gave an English vocabulary test to Spanish students. The error analysis of the students' answers showed that the Spanish students did well with the English words whose spellings were identical or similar to words in the Spanish language.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Raising Awareness of Arabic and English Word Order Differences on Arabs’ English Use

Bukhari

2022

SSRN Journal

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“…Torrijos (2009) studied the impact of CLI in second language learning process. Studying the linguistic rules transferred from L1 to L2 writing, the researcher concluded that besides language mixing, literary skills in L1, social factors, individual differences, etc., L1 transfer plays a crucial role in the process of L2 acquisition which should be of great concern for language teachers.…”

Section: Introductionmentioning

confidence: 99%

Bidirectional Crosslinguistic Influence in Language Learning: Linguistic Aspects and Beyond

Moattarian

2013

IJL

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The term crosslinguistic influence is used to describe the cognitive process of applying the knowledge of one language to that of another. Dealing with transfer as a fact in the process of language learning, one should not only consider the linguistic differences but also many other factors such as social, cultural, pragmatic, conceptual, etc., which all play crucial roles in the process of language learning. This descriptive study was thus set to find out different kinds of transfer crosslingually. To this end, 70 Iranian junior EFL university students were randomly selected and assigned to two groups of 35 to do translation tasks; in one, they were required to translate a text from L1 to L2 (Persian to English) and in the other group, the participants were asked to translate the same text but this time from L2 to L1 (English to Persian). The data was then analyzed based on a ten-item taxonomy provided by Jarvis and Pavlenko (2008). Close analysis of the data along with relevant statistical analysis revealed that there was a significant difference between the use of transfer in these two tasks. Moreover, the participants not only transferred linguistically but also conceptually.

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Effects of Cross-Linguistic Influences on Second Language Acquisition: A Corpus-Based Study of Semantic Transfer in Written Production

Cited by 5 publications

References 10 publications

Cross-Linguistic Interference in the Syntactic and Semantic Acquisition of Arabic Language

Cross-Linguistic Interference in the Syntactic and Semantic Acquisition of Arabic Language

The Impact of Raising Awareness of Arabic and English Word Order Differences on Arabs’ English Use

Bidirectional Crosslinguistic Influence in Language Learning: Linguistic Aspects and Beyond

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