cll session 7 l1 transfer in sla n.
Skip this Video
Loading SlideShow in 5 Seconds..
CLL Session 7: L1 Transfer in SLA PowerPoint Presentation
Download Presentation
CLL Session 7: L1 Transfer in SLA

Loading in 2 Seconds...

play fullscreen
1 / 34

CLL Session 7: L1 Transfer in SLA - PowerPoint PPT Presentation

  • Uploaded on

CLL Session 7: L1 Transfer in SLA. LAEL, Lancaster University Florencia Franceschina. What is transfer?.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'CLL Session 7: L1 Transfer in SLA' - ernst

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
cll session 7 l1 transfer in sla

CLL Session 7: L1 Transfer in SLA

LAEL, Lancaster University

Florencia Franceschina

what is transfer
What is transfer?

“[transfer is evidenced as] those instances of deviation from the norms of either language which occur in the speech of bilinguals as a result of their familiarity with more than one language”

Weinreich (1953: 1)

“[transfer is] the use of the native language (or other language) information in the acquisition of an L2 (or additional language)”

Gass (1996: 321)

“[transfer is] influence that the learner’s L1 exerts on the acquisition of an L2”

Ellis (1997: 51)

alternative terms
Alternative terms
  • Transfer
  • Mother tongue influence (Corder, 1967)
  • Native language influence (Gass, 1996)
  • Cross-linguistic influence (Kellerman and Sharwood-Smith, 1986; Odlin, 1989)
  • Cross-linguistic generalization (Zobl, 1984)
early research
Early research
  • 1950s-1960s
  • Behaviourism
  • Lado (1957), Fries (1945)
  • Positive transfer (facilitation) vs Negative transfer (interference)

contrastive analysis
Contrastive Analysis
  • Methodology (strong version of CAH):1. Find out what the differences are between pairs of languages2. On the basis of 1, you can predict areas in which L2 learners will have difficulties and those where they won’t
  • Pedagogical uses
Lado’s hierarchy of difficulty:
  • Differentiation
  • New category
  • Absent category
  • Coalescing
  • Correspondence
problems with cah
Problems with CAH

CAH was empirically unsupported:

  • It predicted some difficulties that were not observed in L2 learners
  • It failed to predict some difficulties that were observed in L2 learners
error analysis
Error Analysis
  • Corder (1967)
  • Mistake vs Error
  • EA methodology:
    • Collect data
    • Identify errors
    • Classify errors
    • Quantify errors
    • Identify source
    • Remedy
classifying errors
Classifying errors

Source of errors:

  • Interlingual
  • Intralingual

Exercise: Trying out error analysis

problems with e a
Problems with E.A.
  • Total reliance on errors (not the whole picture)
  • Difficulties identifying source of errors
morpheme order studies
Morpheme order studies
  • Dulay and Burt (1973, 1974)Bailey, Madden and Krashen (1974)
  • Claim: there is little or no influence of the L1 in L2 development
problems with no l1 influence on sla views
Problems with no-L1-influence-on-SLA views
  • There IS empirical evidence of L1 influence
  • Methodological drawbacks of morphemes studies
krashen s account of l1 transfer
Krashen’s account of L1 transfer
  • No L1 influence in the acquired system
  • L1 influence is a communication strategy

(Krashen, 1982, 1985)

kellerman s 1979 framework
Kellerman’s (1979) framework
  • Learner’s perceived language distance
  • Psychotypology
  • Markedness
current views on transfer
Current views on transfer

General consensus: the L1 and general developmental processes shape SLA.

No agreement on what exactly each contributes, or how.

transfer may be realised as
Transfer may be realised as:
  • Errors
  • Facilitation
  • Avoidance strategies
  • ...
where can transfer manifest itself
Where can transfer manifest itself?
  • Rate of acquisition
  • Route of development
  • Frequency of occurrence of errors/omissions
  • Perception and production
transfer in the l2 initial stage
Transfer in the L2 initial stage

Minimal Trees (Vainikka and Young-Scholten, 1994, 1996, 1998)


Full Transfer/Full Access (Schwartz and Sprouse, 1994, 1996)

some background concepts
Some background concepts

Phrase structure




full transfer full access schwartz and sprouse 1994 1996
Full Transfer/Full Access (Schwartz and Sprouse, 1994, 1996)
  • Initial state=entire L1 grammar (except specific lexical items)
  • Development:- L2 input will trigger target-like development- learners are not stuck with L1 settings- ambiguous input could be a problem
  • Endstate: Convergence is possible, but not guaranteed
Supporting evidence:- Haznedar (1997)- White (1985, 1986)- Yuan (1998)- Slabakova (2000)
  • Counterevidence:- Yuan (2001)
minimal trees vainikka and young scholten 1994 1996
Minimal Trees (Vainikka and Young-Scholten, 1994, 1996)
  • Initial state:- lack of functional categories- transfer of L1 lexical categories
  • Development:- full UG-inventory available- gradual emergence of FCs:lexical stage > FP stage > IP stage > CP stage- no L1 transfer of FCs
  • Endstate:Convergence is possible given enough exposure to the L2
Supporting evidence:- Vainikka and Young-Scholten (1994, 1996)
  • Counterevidence:- Evidence for the presence of FCs in the initial state (Haznedar, 1997; Vainikka and Young-Scholten, 1994, 1996; Grondin and White, 1996; Lakshmanan, 1993/94)- Development doesn’t seem to follow the predicted progression (Gavruseva and Lardiere, 1996)- Evidence of L1 transfer of FCs (Haznedar, 1997; Trahey and White, 1993)

Look at Ionin’s data. Are they compatible with FT/FA? Are they compatible with MTs?

recent developments
Recent developments
  • Transfer in L3 acquisition (Cenoz and Jessner, 2000)
  • L2 effects on the L1 (Cook, 2003)
  • Bailey, N., C. G. Madden and S. D. Krashen. 1974: Is there a ‘natural sequence’ in adult second language learning? Language Learning 24, 235-243.
  • Cenoz, J. and U. Jessner. (eds.) 2000: English in Europe: the acquisition of a third language. Clevedon: Multilingual Matters.
  • Corder, P. 1967: The significance of learner errors. International Review of Applied Linguistics (IRAL) 5, 2/3:161-170.
  • Cook, V. J. (ed.) 2003: Effects of the second language on the first. Clevedon: Multilingual Matters.
  • Dulay, H. and M. Burt. 1973: Should we teach children syntax? Language Learning 23, 245-258.
  • Dulay, H. and M. Burt.1974: Natural sequences in child second language acquisition. Language Learning 24, 37-53.
  • Ellis, R. 1997: Second language acquisition. Oxford: Oxford University Press.
  • Fries, C. 1945: Teaching and learning English as a foreign language. Ann Arbor: University of Michigan Press.
  • Gass, S. M. 1996: Second language acquisition and linguistic theory: the role of language transfer, in W. C. Ritchie and T. K. Bhatia, eds. The handbook of second language acquisition. San Diego: Academic Press. Pp. 317-345.
  • Kellerman, E. 1979: Transfer and non-transfer: where we are now. Studies in Second Language Acquisition 2, 37-57.
  • Kellerman, E. and M. Sharwood Smith. 1986: Crosslinguistic influence in second language acquisition. New York: Oxford University Press.
  • Krashen, S. D. 1982: Principles and practice in SLA. Oxford: Pergamon Press.
  • Krashen, S. D. 1985: The Input Hypothesis: issues and implications. London: Longman.
  • Lado, R. 1957: Linguistics across cultures. Ann Arbor: University of Michigan Press.
  • Odlin, T. 1989: Language transfer: cross-linguistic influence in language learning. Cambridge: Cambridge University Press.
  • Schwartz, B. D. and R. A. Sprouse. 1994: Word order and nominative Case in nonnative language acquisition: a longitudinal study of (L1 Turkish) German interlanguage, in T. Hoekstra and B. D. Schwartz, eds. Language acquisition studies in generative grammar. Amsterdam: John Benjamins. Pp. 317-368.
  • Schwartz, B. D. and R. A. Sprouse. 1996: L2 cognitive states and the 'full transfer/full access' model. Second Language Research 12, 1:40-72.
  • Vainikka, A. and M. Young-Scholten. 1994: Direct access to X'-theory: evidence from Korean and Turkish adults learning German., in T. Hoekstra and B. D. Schwartz, eds. Language acquisition studies in generative grammar. Amsterdam: John Benjamins.
  • Vainikka, A. and M. Young-Scholten. 1996: Gradual development of L2 phrase structure. Second Language Research 12, 1:7-39.
  • Vainikka, A. and M. Young-Scholten. 1998: Functional categories and related mechanisms in child second language acquisition, in S. Flynn, G. Martohardjono and W. O'neil, eds. The generative study of second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
  • Weinreich, U. 1953: Languages in contact. New York: Linguistic Circle of New York.
  • Zobl, H. 1984: Aspects of reference and the ponominal syntax preference in the speech of young child L2 learners, in R. W. Andersen, ed. Second languages: a cross-linguistic perspective. Rowley, MA: Newbury House.
  • Gass, S. 1996: Second language acquisition and linguistic theory: the role of language transfer. In W. Ritchie and T. Bhatia (eds.): Handbook of second language acquisition. San Diego: Academic Press. Pp. 317-345.