Transfer (2)

LANGUAGE TRANSFER

Dolly Ramos G

Transfer every day activities

LANGUAGE TRANSFER

Language transfer

Borrowings

• The borrowing of words

• EX:

loan

• The loan of expression and idioms

• EX:

INTERFERENCE LEVELSThe effect can be on any aspect of language

LANGUGAGE TRANSFER

• Newmark and Reibel (1968) adult learner does not substitute what he knows in the NL for the TL; instead: to fill in his gaps, he refers for help to what he already knows

• What these authors qualify as "ignorance“ (hypothesis)

• propose more and better training.

TRANSFER AS A CONSTRAINT

• In the d/ment of Lg, leading them to non-target-like productions

• broadly speaking, l/s make hypotheses which are constrained by the use of L1 influence

• This hypothesis testing process. (Schachter, 1983). lt is both:

• Facilitating• limiting conditions

TRANSFER AS A PROCESS

• Wode (1986) transfer as a cognitive process issue

• The notion of "interlingual identification“• L/s have a common psycholinguistic reference

frame to perceive similarities between Lg

it can lead to a learning process(Kohn, 1986).• (creative transformation)• (meaningful output) or a production process

NEGATIVE TRANSFERwhen speakers and writers transfer items that are not the same in

both languages. EX: False cognates.

WEL-COME PEOPLE

Mr. Well

POSITIVE

• When learning from situation assists leaning in a another

• unit or structure of both languages is the same, linguistic interference can result in correct language production. EX: True cognates.

Posititve tranfers

• When learning from situation assists leaning in a another (+)– Recognizes common features – Consciously links info – Sees the value of using previously learned items

(Schunk, 19996 b)

Effective ways to promote positive transfer

Teach subject matter in contexts.

Provide opportunities to

practice , applications

Provide opportunities for distributed

practice

Employ informed instruction: concept or strategy. (Paris et al., 1982). The scaffolding

strategies

Teach subject matter in

meaningful.

Promote positive attitudes toward subject matter

MECHANISM

CONSCIOUS

Learners or unskilled translators may sometimes guess when producing speech or text in a second language.

UNCONSCIOUS

Learners may not realize that the structures and

internal rules of the languages in question are

different.

MULTIPLE ACQUIRED LANGUAGE

Transfer can also occur between acquired languages, when people are learning two anguages simultaneously they

may assume that a structure or internal rule from one language is the same in the other language.

Theory of Contrastive Analysis..” Gass & Selinker, p72

• the systematic study of a pair of languages with a view to identifying their structural differences and similarities the greater the differences between the two languages………

• the more negative transfer can be expected.

Practice

• Find out what the differences are between pairs of languages

• On the basis of 1, you can predict areas in which L2 learners will have difficulties and those where they won’t

Theory Interference

Theory INTF• This refers to the idea that

forgetting occurs because the recall of certain items interferes with the recall of other items.

Proactive • the prior existence of old

memories makes it harder to recall newer memories and dubbed this effect

• relates to a negative effect of prior interference on the recall of a second task

• Activity • Elephant• Tiger• Lion• Panther• Gorrilla • hiyna• Cocordile• Jirrafe hipos• rhinos

• Count back ward fro

• 12 to 1|

THANK YOU VERY MUCH

no useful learning takes place unless positive transfer occurs

http://else.econ.ucl.ac.uk/papers/uploaded/281.pdf

http://en.wikipedia.org/wiki/Language_transfer