Ch. 6 Previous Languages Flashcards
Corder
Difficulty of theory-laden terminology; terms like transfer constrain our thinking
Cross-linguistic influence
Term coined by Kellerman & Smith to encompass traditional transfer, avoidance, language loss (L1 or another L2), & rate of learning, and the effects of other known languages
Sjoholm
fi-speaking en learners made errs traced not to fi, but to sv, a previous L2. Therefore, learners use judgment/perception re: what’s more likely to work in the L2.
De Angelis
Comparison of italian L2 writing by Spanish & English L1 learners. Spanish & french speakers had advantage in use of function words because of typological similarity.
Ringborn
Swedes in Finland did better at learning eng than Finns did, because of the similarities between sv & en. Similar culturally & educationally, but DIFFERENT LINGUISTIC STARTING POINT. Similarities give learners something to hang new knowledge on. EXISTING KNOWLEDGE FACILITATES LEARNING.
Avoidance
L2 structures that are not produced; influenced by NL.
Kleinman
.
Differential learning rates
Transfer as facilitation Ard & Homburg: L1: es, ar L2: en es-L1 learners did better even on non-cognate vocab; cognates freed up learning time for the other words.
Schumann:
A NL structure that corresponded to a TL developmental sequence delayed the next developmental stage.
Zobl
L1: ar, es, fr
L2: en
All omitted the copula initially, but the es & fr children “reorganized” quicker. The ar learners continued to omit it. “His house old.”
Different paths
Definition
Zobl
L1: zh, es
L2: en
es L1s followed the correct modeled use of “this” & “the” quicker than the zh L1s did, because these determiners are present in es. zh-speaking kids used “this” exclusively before they acquired “the,” es-speaking kids started out using both “this” and “the.”
Wode
L1: de
L2: en
Negation: single-word stage not affected by NL. Subsequent stages are. “is not” = “ist nicht.” Learners have to see some resemblance to recognize that the NL is useful.
Learners have to go thru developmental stages before NL can have an effect. a.k.a. Transfer to Somewhere Principle.
Transfer to Somewhere Principle
Different paths.
Wode
L1: de
L2: en
Negation: single-word stage not affected by NL. Subsequent stages are. “is not” = “ist nicht.” Learners have to see some resemblance to recognize that the NL is useful.
Learners have to go thru developmental stages before NL can have an effect. a.k.a. Transfer to Somewhere Principle.
Overproduction
(different paths) Schachter, Rutherford, Han L1: ja, zh (both topic-based) L2: en Disproportionate use of passive (in later stages) and "it is" and "there is" constructions to construct a pseudo-passive to topicalize.
Salience
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