Cross-linguistic influence refers to the impact of a learner's first language on their acquisition of a second language. Past L1 interference encompasses transfer effects where the structures, sounds, or meanings of the native language affect learning of the target language. This can manifest as syntactic, lexical, or semantic interference. Teachers must raise awareness of potential differences and provide explicit instruction on structures that may cause interference to help learners overcome challenges from L1 influence. Research indicates that grammar, vocabulary, and pronunciation patterns are particularly susceptible to transfer from the first language.

1. CROSS-LINGUISTIC
INFLUENCE, L1
and PAST INTERFERENCE
SECOND LANGUAGE
ACQUISITION

2. Content
Table of
• Introduction to Cross-Linguistic Influence
• Definition of L1 influences
• Explanation of Past L1 Interference
• Types of Past L1 Interference
• Examples of L1 interference in language learning
• Impact of L1 interference on second language
acquisition
• Strategies to overcome L1 interference
• Role of Teachers in Addressing L1 Interference
• Research findings on L1 influences in language learning

3. I n t r o d u c t i o n t o C r o ss -
L i n g u i s t i c I n f l u e n c e
Cross-linguistic influence refers to the impact of one language
on the learning and use of another language.
This phenomenon occurs when the knowledge of one's native
language influences the acquisition and production of a second
language.
It can manifest in various ways, such as grammar, vocabulary,
and pronunciation.

4. Definition of L1 influences
•L1 influences: Refers to the impact of a person's
first language on their acquisition and use of a
second language.
•Transfer effects: Occur when features of the first
language are transferred to the second language.
•Cognitive processes: L1 influences are rooted in
the cognitive processes involved in bilingual
language processing.

5. Past L1 Interference
Past L1 interference refers to the
influence of a learner's first language on
the acquisition of a second language. It
encompasses transfer effects where the
structures, sounds, or meanings of the
native language affect the learning of the
target language.

6. Occurs when the
learner's native
language (L1)
influences the
grammatical
structure of the target
language (TL)
Syntactic
Interference
Lexical
Interference
Semantic
Interference
Occurs when the
learner’s L1 influences
the choice of words
or phrases in the TL
Occurs when the
learner's L1 influences
the meaning or
interpretation of
words or phrases in
the TL
Types of L1 Interferences

7. Examples of L1 interference in language learning
Pronunciation
Challenges
L1 interference can
lead to
mispronunciations
due to differences in
phonetic sounds.
Grammatical
Errors
Errors in English
grammar may result
from the influence of
the learner's native
language.
Word Order
Confusion
Learners may struggle
with the correct word
order in sentences
due to L1 interference.

8. Impact of L1 interference on second
language acquisition
L1 interference can lead to grammatical
errors and mispronunciations in the target
language.
Learners may use L1 vocabulary
inappropriately, affecting their fluency and
accuracy in the second language.
L1 interference can create cultural
misunderstandings and hinder the
acquisition of idiomatic expressions in the
second language.
It may also impact the pragmatic use of
language, affecting social interactions in
the target language community.
Challenges in Language Transfer Cultural and Linguistic Barriers

9. Strategies to overcome L1 interference
Language
Exposure
Immerse learners in
the target language
through media,
conversations, and
cultural activities.
Explicit
Instruction
Teach about the
differences between L1
and the target
language to raise
awareness.
Error
Correction
Provide constructive
feedback on errors
related to L1
interference to guide
learners.

10. Teachers must raise students' awareness of
language transfer from their first language to
the target language.
Language Awareness Cultural Sensitivity
Role of Teachers in Addressing L1
Interference
Teachers should provide cultural context
to help students understand differences
between languages.
Explicitly teach language structures that may
cause interference based on students' L1.
Explicit Instruction Correction Strategies
Implement effective correction strategies
to address and minimize L1 influence in
language production.

11. Research findings on L1 influences
in language learning
Transfer of Language Features
Research indicates that learners often transfer grammar and
syntax from their L1 to their L2.
1
3
2
Lexical Influences
Studies have shown that vocabulary and word order from the L1
can influence the acquisition of the L2.
Phonological Impact
Evidence suggests that pronunciation and intonation patterns
are affected by L1 influences.

12. EXAMPLE :
1.Phonological Influence:
1.Indonesian lacks certain English phonemes, such as the "th" sound. Indonesian speakers might
substitute it with a similar phoneme or omit it altogether when speaking English. For instance,
they might say "tanks" instead of "thanks."
2.Additionally, the Indonesian language has a syllable-timed rhythm, while English has a stress-
timed rhythm, which can affect the naturalness of English speech for Indonesian learners.
2.Lexical Influence:
1.Indonesian speakers might directly translate Indonesian words into English. For example, they
might say "I am coming from office" instead of "I am coming from the office."
2.Loanwords from Indonesian, such as "angkot" (public minivan) or "warung" (small shop), might
be used by Indonesian learners when speaking English in an informal context.
3.Grammatical Influence:
1.Indonesian does not have verb conjugation for tense or number agreement, whereas English
does. Indonesian learners might struggle with using the correct verb forms in English
sentences, such as saying "I go to school yesterday" instead of "I went to school yesterday."
2.The absence of articles (a, an, the) in Indonesian might lead Indonesian speakers to omit them
or use them incorrectly in English sentences.

13. CLI research sheds light on how learners transfer their first language grammatical
structures to their second language during acquisition. By recognizing the potential
impact of CLI educators can develop strategies to mitigate negative influences and
enhance positive transfer in the language learning process. Understanding the CLI like
L1 and past interference is important for optimizing SLA outcomes and tailoring
effective teaching approaches to support learners in acquiring a new language
successfully.
Conclusion