Issues in l1 development
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This document discusses the use of a student's first language (L1) in a second language (L2) classroom. It argues that L1 can be used for clarification when explaining complex ideas, meanings, or grammar points. L1 also helps with raising consciousness about differences between languages, as well as allowing students to work in pairs or groups without difficulty when sharing ideas and respects cultural and linguistic identities.
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Error analysis is a technique used to identify and interpret systematic errors made by language learners. It examines errors according to modality, linguistic level, form, type, and cause. The history of error analysis can be traced back to the 1960s when S. Pit Corder revived interest in the topic and established its importance in second language acquisition. Error analysis benefits learners by providing feedback that helps develop their second language knowledge.
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This study investigated the use of students' first language (L1) in primary-level English classrooms in Pakistan. Classroom observations and teacher/student questionnaires found that L1 was used occasionally to explain difficult words, concepts, and grammar. Both teachers and students viewed the limited use of L1 as helpful rather than detrimental to learning English. The study concluded that judicious use of L1 can assist the teaching and learning process without reducing English exposure.
discourse analysis
This document discusses 7 approaches to discourse analysis:
1. Conversation analysis examines the structure and organization of natural conversation.
2. Ethnography analyzes language use within social and cultural contexts through observation and interviews.
3. Corpus-based analysis uses large text databases to study language patterns and variations in genres.
4. Multimodal analysis views communication as involving multiple modes beyond just language.
5. Genre analysis describes conventional language patterns associated with academic and professional settings.
6. Critical discourse analysis critically examines how language relates to power and social inequality.
7. Mediated discourse analysis focuses on how social actions are carried out through discourse within cultural and historical contexts.
The role of L1 on second language acquisition
The document discusses the important role that a learner's first language (L1) plays in their second language (L2) development. It argues that L1 plays the most important role in the early stages of L2 learning, particularly in vocabulary learning and literacy development like reading and writing. Many SLA researchers and academics have found through extensive research that L1 has a necessary and facilitating role in L2 development by helping learners make meaning, communicate ideas, and scaffold their learning of the new language. The document concludes that L1 is an important resource for L2 learners, especially at the beginning stages as they rely heavily on their existing L1 skills and knowledge to assist in acquiring the new language.
MOTHER TONGUE INFLUENCE ON ENGLISH LANGUAGE LEARNING
Language is a method of communicating ideas, emotions and desires by means of a system of arbitrarily produced symbols for physiological as well as psychological survival. In a multilingual Indian Society, where English acts as a second language, our aim of teaching English is not to develop British or American accent but to help the learners to overcome regional accents, wrong pronunciation and gradually train them in proper articulation. The aim of this article is to discuss the mother tongue influence in the process of English Language learning and how a teacher can help to overcome some of the problem encountered by an Indian learner of English as well as to improve his/her communicative competence.
Language Interference
Language interference refers to applying knowledge from one's native language when speaking or writing a second language. It can affect grammar, vocabulary, accent, spelling and other language aspects. Factors that cause interference include a speaker's bilingual background, disloyalty to the target language, limited vocabulary, needs for synonyms, and prestige or style needs, according to various sources. Effects of interference include incorrect grammar, vocabulary choice, pronunciation influenced by one's first language.
Comparing and contrasting first and second language acquisition john
This document compares and contrasts first and second language acquisition. It discusses key differences between learning a first language and learning additional languages. Some of the main differences covered include: children generally achieve mastery of their first language, while complete success in a second language is rare for adults; variation in success and learning routes is greater for second languages; and affective factors like anxiety play a larger role in second language learning compared to first language acquisition. The critical period hypothesis is also mentioned, which proposes there is an optimal biological period for acquiring a first language that is not present for second language learning.
Comparing and contrasting first and second language acquisition - Wissam Ali ...
While first and second language acquisition processes share some similarities, there are important differences in how children learn their first language compared to how adults learn a second language. Children acquire language naturally by listening extensively to caregivers from a young age, while second language learners have more limited exposure and must rely on classroom instruction. The document outlines various stages of acquisition for both first and second languages and discusses implications for language teachers, such as providing comprehensible input, modeling, and avoiding early correction of errors.
The Influence of Mother Tongue in Learning English
This document summarizes an undergraduate conference on English language teaching, linguistics, and literature in 3 parts. The background discusses English as a global language and how a learner's mother tongue can influence English. The findings analyze how sentence structure and pronunciation in the mother tongue of Spanish, German, French, Javanese, Bataknese and Papuan languages influence English. The conclusion recommends expanding language knowledge and stresses being proud of one's accent as long as it is understood.
The impact of mother tongues in the learning of english language (3)
This document outlines a research proposal that aims to investigate the impact of mother tongues on learning English language at Muchenga Secondary School. It begins with background context on the school and issues with pronunciation. The research problem is stated as probing the effects of mother tongue interference on English acquisition. The rationale is given as developing interest in solving pronunciation problems. The objectives are to investigate the relationship between mother tongue and English, how learners write and pronounce English words, and provide guidelines to help students. Critical research questions and hypotheses are also presented. The document concludes by outlining the expected timeline and dissemination of results.
Error analysis
Learner language, also called interlanguage, refers to the developing language system of second language learners. It is systematic but dynamic as learners receive more input and revise their hypotheses. Studying learner language helps teachers understand learner progress and errors. Learners form rules from intake and transfer from their first language can lead to errors, though it also aids learning. Errors reflect learners' current understanding and follow developmental sequences as interlanguage gradually approximates the target language.
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MOTHER TONGUE INFLUENCE ON ENGLISH LANGUAGE LEARNING
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Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
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Chapter 3
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Issues in l1 development
- 2. There was a contention about the use of L1 in the L2 classroom.
- 3. 1.For clarification purposes only. Example: Explaining COMPLEX IDEAS, explaining MEANING OF WORDS, explaining COMPLEX GRAMMAR POINTS.
- 4. 2. For consciousness between different linguistic structures. Example: “Fall in line.”
- 5. 1. When working in pair or group Example: Difficulty in sharing ideas.
- 6. 2. Respect to cultural and linguistic identity.