Psycholinguistic Aspect of L2
• The study of mental structures andprocesses involved in the acquisitionand use of language.
• Has a prominent role in SLA theories.
• Help the rise of many acquisition models.
• The study of mental structures andprocesses involved in the acquisitionand use of language.
• Has a prominent role in SLA theories.
• Help the rise of many acquisition models.
L1 Transfer
• The influence that L1 exerts over theacquisition of an L2.
• Transfer results in the errors that learnersmake, and the avoidance that they perform.
• Error Analysis deals with errors that learnersmake due to the effect of transfer.
• The influence that L1 exerts over theacquisition of an L2.
• Transfer results in the errors that learnersmake, and the avoidance that they perform.
• Error Analysis deals with errors that learnersmake due to the effect of transfer.
L1 Transfer
• L1 transfer is also termed negative transfer.
• It can occur on many linguistics levels.
• Vocabulary level
• Grammar level
• Discourse level.
• Phonology level
• L1 transfer is also termed negative transfer.
• It can occur on many linguistics levels.
• Vocabulary level
• Grammar level
• Discourse level.
• Phonology level
Example L1 Transfer
• Think of the L1 transfer on the following texts:
• A man was flying on the street. He cutthe red signal. He crashed a parked car.he said to the driver whom he crashedhim, ( I am very sorry, I have nobrakes!!).
• Think of the L1 transfer on the following texts:
• A man was flying on the street. He cutthe red signal. He crashed a parked car.he said to the driver whom he crashedhim, ( I am very sorry, I have nobrakes!!).
Example L1 Transfer
• Think of the L1 transfer on the following texts:
• A man was flying on the street. He cutthe red signal. He crashed a parked car.He said to the driver whom he crashedhim, ( I am very sorry, I have nobrakes!!).
• Think of the L1 transfer on the following texts:
• A man was flying on the street. He cutthe red signal. He crashed a parked car.He said to the driver whom he crashedhim, ( I am very sorry, I have nobrakes!!).
L1 (Arabic) transfer
• On grammar level
• (wish + present)
• Agreement (the others boys, the art ofparagraphs writing, shoes shop)
• Articles ( the boys like football) referringto general
• (the verb to be) my father a teacher, shenice
• On grammar level
• (wish + present)
• Agreement (the others boys, the art ofparagraphs writing, shoes shop)
• Articles ( the boys like football) referringto general
• (the verb to be) my father a teacher, shenice
L1 (Arabic) transfer• Grammar transfer errors (in idioms)
• the eye by the eye (= an eye for an eye)
• the silence is from gold (= silence is golden)
• from the cover to the cover (= from cover to cover)
• a drop in an ocean (= a drop in the ocean)
• in my service (= at my service)
• hand by hand (= hand in hand)
• by any price (= at any price)
• crocodiles' tears (= crocodile tears)
• Grammar transfer errors (in idioms)
• the eye by the eye (= an eye for an eye)
• the silence is from gold (= silence is golden)
• from the cover to the cover (= from cover to cover)
• a drop in an ocean (= a drop in the ocean)
• in my service (= at my service)
• hand by hand (= hand in hand)
• by any price (= at any price)
• crocodiles' tears (= crocodile tears)
L1 (Arabic) transfer
• On vocabulary and (idiom) level
• The electricity cut!!
• He eats bills. (medication)
• Cut the street.
• raining cats and dogs
• a man of straw
• in line with
• thumb a lift
• On vocabulary and (idiom) level
• The electricity cut!!
• He eats bills. (medication)
• Cut the street.
• raining cats and dogs
• a man of straw
• in line with
• thumb a lift
L1 (Arabic) transfer
• On discourse level
• Using of command instead of request.
• Give me something.
• Using of command instead of offer
• Take this pen.
• On discourse level
• Using of command instead of request.
• Give me something.
• Using of command instead of offer
• Take this pen.
Checkpoint
• What do we mean by the psycholinguisticaspects of SLA?
• Define L1 transfer.
• On what levels does L1 transfer occur?
• Give an example of Arabic transfer on the fourlevel (four answers) (your example should bein English.
• What do we mean by the psycholinguisticaspects of SLA?
• Define L1 transfer.
• On what levels does L1 transfer occur?
• Give an example of Arabic transfer on the fourlevel (four answers) (your example should bein English.
Positive transfer
• Sometimes transfer has positive effecton L2 acquisition.
• Positive transfer occur when the samelinguistics element is found in both L1and L2.
• In this case, L1 transfer is believed tofacilitate L2 acquisition.
• Sometimes transfer has positive effecton L2 acquisition.
• Positive transfer occur when the samelinguistics element is found in both L1and L2.
• In this case, L1 transfer is believed tofacilitate L2 acquisition.
Example of positive L1 (Arabic)transfer
• On grammar level.
• Both languages have different third personsingular pronouns for male and female.
• Both languages have definite article system.
• In command, both language has an implicit(you) pronoun.
• etc.
• On grammar level.
• Both languages have different third personsingular pronouns for male and female.
• Both languages have definite article system.
• In command, both language has an implicit(you) pronoun.
• etc.
Example of positive L1 (Arabic)transfer
• On idioms level .• Both languages have the following idiomatic
expressions:• history repeats itself• a white lie• behind his back• twist his arm• the black list• between the lines
• On idioms level .• Both languages have the following idiomatic
expressions:• history repeats itself• a white lie• behind his back• twist his arm• the black list• between the lines
Avoidance
• L1 one transfer can also results inavoidance.
• Learners avoid the structures which areNOT found in their mother language.
• Arabic language speakers are likely toavoid present continuous according tothis view.
• L1 one transfer can also results inavoidance.
• Learners avoid the structures which areNOT found in their mother language.
• Arabic language speakers are likely toavoid present continuous according tothis view.
Checkpoint
• What is positive transfer?
• What is the effect of positivetransfer?
• Give example of Arabic positivetransfer on idiom level.
• Define avoidance.
• When does avoidance happen?
• What is positive transfer?
• What is the effect of positivetransfer?
• Give example of Arabic positivetransfer on idiom level.
• Define avoidance.
• When does avoidance happen?
Theories Regarding L1 Transfer
• Behaviorists view:
• Errors is mainly caused by L1 interference.
• L1 habits prevent learning new L2 habits.
• Learning difficulty can be predicted byidentifying L2 areas which are different fromL1.
• This is called Contrastive Analysis Hypothesis.
• Behaviorists view:
• Errors is mainly caused by L1 interference.
• L1 habits prevent learning new L2 habits.
• Learning difficulty can be predicted byidentifying L2 areas which are different fromL1.
• This is called Contrastive Analysis Hypothesis.
Theories Regarding L1 Transfer
• Mentalists view:
• Very few errors are the results of L1transfer.
• There are other causes likely to causelearners errors.
• This view did not withstand for long time.
• Mentalists view:
• Very few errors are the results of L1transfer.
• There are other causes likely to causelearners errors.
• This view did not withstand for long time.
Theories Regarding L1 Transfer
• Cognitivists view :
• Transfer is a mental process responsible forfossilization.
• It is a mental process which can be viewed asan (input from inside).
• Learners work with the rules they have knownalready.
• Cognitivists view :
• Transfer is a mental process responsible forfossilization.
• It is a mental process which can be viewed asan (input from inside).
• Learners work with the rules they have knownalready.
Objection to L1 Transfer Theory
• Differences between L1 and L2 don’t alwaysresult in learning difficulties.
• Difficulty and easiness is perceived bylearners.
• They know what features are transferrableand what are not.
• Learners development also affect L1 transfer.It doesn’t occur in advanced stages.
• Differences between L1 and L2 don’t alwaysresult in learning difficulties.
• Difficulty and easiness is perceived bylearners.
• They know what features are transferrableand what are not.
• Learners development also affect L1 transfer.It doesn’t occur in advanced stages.
Objection to L1 Transfer Theory
• Interlanguage development cannot constitutea restructuring continuum.
• Learners do not start from L1 and replacerules of L1 one by one. They make temporaryrules and develop them.
• Learners make use of L1 knowledge, Positivetransfer.
• Interlanguage development cannot constitutea restructuring continuum.
• Learners do not start from L1 and replacerules of L1 one by one. They make temporaryrules and develop them.
• Learners make use of L1 knowledge, Positivetransfer.
Objection to L1 Transfer Theory
• The term transfer is not accurate because itmean loss at one side. E.g. (money, sports,jobs)
• According to Oxford dictionary, transfer means(Move from one place to another). This is notthe case in L1 transfer. Learners do not lose L1rules.
• The proper term should be (cross-linguisticinfluence).
• The term transfer is not accurate because itmean loss at one side. E.g. (money, sports,jobs)
• According to Oxford dictionary, transfer means(Move from one place to another). This is notthe case in L1 transfer. Learners do not lose L1rules.
• The proper term should be (cross-linguisticinfluence).
Terminus
• What is the behaviorist view about L1transfer?
• What is the mentalist view about L1 transfer?• What is the cognitivist view about L1 transfer?• Mention some opponents view against L1
transfer.• According to some views, Transfer is not a
proper term. Why? And what is the alternativeterm according to them?
• What is the behaviorist view about L1transfer?
• What is the mentalist view about L1 transfer?• What is the cognitivist view about L1 transfer?• Mention some opponents view against L1
transfer.• According to some views, Transfer is not a
proper term. Why? And what is the alternativeterm according to them?