The document summarizes key concepts related to second language acquisition, including: 1) L1 transfer can positively or negatively influence L2 learning through transfer, avoidance, or overuse of certain structures. 2) Consciousness plays a role in L2 learning, as learners must consciously notice linguistic features, whereas children acquire L1 subconsciously. 3) Communication strategies like circumlocution help learners express ideas when lacking the linguistic resources in their L2.

1. SECOND
LANGUAGE
ACQUISITION
Second Term 1442 - 1443
Instructor: Dr. Amani Aburyah
Email: aaburyah@bu.edu.sa

2. Psycholinguistic Aspects of
Interlanguage
L1 transfer
• Positive and negative transfer
• Avoidance
• Overuse
The role of consciousness in L2
• Noticing
• Implicit/explicit learning
Communicative strategies

3. L1 Transfer
L1 transfer is defined as the influence of L1 on acquiring an L2.
Other terms related to transfer are:
◦ Negative vs positive transfer
◦ Avoidance
◦ Overuse

4. The role of NL has been argued. However, many studies show that learners make use of the already
existing knowledge while learning another language. Example: De Anglies (2005) considered the
acquisition of function and content words by first-year learners of Italian; the participant pool
consisted of native speakers of Spanish and native speakers of English who also knew other language:
Each participant read a text (in either their Spanish L1 or English L1) and wrote a summary of that
text in Italian. The participants used function words from all languages they knew when there was
typological similarity.
L1 L2 (n)
English
English
Spanish
Spanish
Spanish (37)
French (17)
English (45)
English and French (9)

5. Negative transfer (known as interference) occurs where learner’s L1 becomes of the sources of error
in learner’s L2,
An example: Because Arabic permits resumptive pronouns in relative clauses, Arabic learners of
English are more likely to make an error of this kind: The man whom I spoke to him is a millionaire
Positive transfer (known as facilitation) refers to the case when the learner’s L1 facilitate L2
acquisition. For example, French learners of English are much less likely to make errors with the
resumptive pronouns because French does not permit these pronouns (like him) in relative clauses.

6. Avoidance
L1 transfer may influence which structures a learner produces and which structures are not produced (i.e.,
avoidance).
Example: Japanese and Chinese learners of English have been found to avoid the use of relative clauses
because their languages do not contain equivalent structures. These learners make fewer errors in relative
clauses than Arabic learners of English but only because they rarely use them.
The source of avoidance is disputed:
- The complexity of the TL structure.
- The differences between the L1 and the L2.
Time to think…
Are there certain structures that you avoid when using your L2? What are they? Do they exist in your L1? Is the
avoidance due to differences between your L1 and your L2, or rather to the complexity of the L2 structure?

7. Overuse/overproduction
L1 transfer may also be reflected in overuse of some forms.
Example: Chinese speakers tend to overuse expressions of regret when apologizing in English in
accordance with the norms of their mother tongue.
Cross-linguistic influence is another broad term used to refer to transfer along with avoidance, overuse.

8. The role of consciousness in L2
When children acquire their L1, they do so without conscious effort. In contrast, L2 learners, especially
adults, seem to have to work hard and to study the language consciously in order to succeed. This does
not mean that some learners are also capable of picking up language in much the same way as children
do in L1. Therefore, the role of consciousness is one of the controversial issues in SLA.
Here are some related terms/concepts:
- Noticing
- Implicit/explicit

9. Noticing/attention refers to the process of attending consciously to linguistic features in the
input. Some researchers argue that L2 learners needs to be actively involved or attending to L2
forms in order for learning to take place. Other researchers believe that learning can take place
without focused attention.
◦ Focused attention was most beneficial for syntax and least for the lexicon
◦ Focused attention having a greater effect in early stages of learning

10. Implicit/Explicit knowledge
Explicit knowledge refers to the learners’ knowledge about the language. It is more conscious
process the learners use to find out the rules with structures in L2. It is developed consciously
through deliberate study of an L2.
Implicit knowledge refers to the learners’ knowledge of the language. That is, learners know the
rules that guide their performance without any awareness. It is developed subconsciously through
processing the input while communicating .

11. How does explicit knowledge help learners in developing implicit knowledge?
1. Explicit knowledge facilitate the process by which the learners attend to feature in the input.
For example, a learner who knows about the passive is more able to notice it.
2. Explicit knowledge may help the learners to notice the gap between what they have observed
in the input and their interlanguage.

12. Communication strategies
Learners are frequently faced with a need to express a concept or an idea in the L2 but find themselves
without the linguistic resources to do so. A communication strategy must be employed.
Bialystok (1990, p. 1) reports the following incident:
While living in Colombia, a friend of mine wanted to buy some silk. The Spanish word for silk, seda,
however, is apparently used for a variety of synthetic substitutes. Eager to have the genuine product,
my friend went into the local shop and, roughly translated from Spanish, said something like the
following to the shopkeeper: “It’s made by little animals, for their house, and then turned into
material.”
◦ The person above uses circumlocutions (various descriptive devices to get the meaning) as a
communication strategy.
A communication strategy is defined as is a deliberate attempt to express
meaning when faced with difficulty in the L2.

13. Other examples of communication strategies include: approximation, literal translation, language switch,
and avoidance.:
Approximation
IL form = pipe
TL form = waterpipe
◦ Literal translation
IL form = He invite other person to drink
TL form = They toasted each other
◦ Language switch
IL form = balon
TL form = balloon
◦ Avoidance
IL form = the water (mumble)
TL form = The water spills

14. SUMMARY QUESTIONS
Thank you for listening!