52. SPANISH LANGUAGE TRANSFER ERRORS Explanation and Examples

International journal of english studies, Vol, 2020

This study attempts to reveal whether there is unintentional reverse transfer L2→L1 (English-Spanish) in the oral L1 production of university learners in formal contexts. The languages used by learners influence each other, and this transfer may occur from the first to the second language (direct transfer), or from the second to the first (reverse transfer), the focus of this work. Thus, an exploratory study was implemented with two groups of participants with different L2 proficiency levels. They had to retell, using their L1, a soundless video. Their production was recorded, transcribed and examined. Consistent with other studies, results suggest unintentional reverse transfer occurs more frequently when there is a lower level of L2 competence, or, alternatively, its effects have a more evident negative outcome for these learners. Pedagogically speaking, being able to identify successful reverse transfer strategies with a positive outcome may have important implications for biling...

Studies of second language learning have revealed a connection between first language transfer and errors in second language production. This paper describes an action research study carried out among Chilean university students studying English as part of their degree programmes. The study focuses on common lexical errors made by Chilean Spanish-speakers due to negative first language transfer and aims to analyse the effects of systematic instruction and practice of this problematic lexis. It is suggested that raising awareness of lexical transfer through focused attention on common transfer errors is valued by students and seems essential for learners to achieve productive mastery.

1987

ED281369 - Syntactic and Morphological Errors of English Speakers on the Spanish Past Tenses.

Competition Model studies of second language learners have demonstrated that there is a gradual replacement of first language cues for thematic role assignment by second language cues. The current study introduced two methodological innovations in the investigation of this process. The first was the use of mouse-tracking methodology (Spivey, 2007) to assess the online process of thematic role assignment.

2005

We are going to present a classification of verb centered mismatches between Spanish and English. This classification is based on a proposal for lexical representation of linguistic knowledge and therefore falls within the scope of lexical semantics. Our proposal is based on a model for lexical description that takes into account meaning components, event structure and diathesis alternations. In this paper we describe how these elements allows us to create a framework for the analysis of mismatches. We also suggest a way to use conceptual transfer in order to deal with some of these mismatches in a Machine Translation system.

Voices, 2015

In this case study carried out at the University of California, Los Angeles, we explore Second Language Acquisition theory as it relates to negative transfer, apply these principles to three groups of second language learners at the university level, and analyze error types and their frequencies in order to improve our understanding of the transfer process that is occurring in our lower-level classrooms. While results show that transfer errors do not become less relevant as student proficiency increases, the most frequent error types change from level to level. The acquisition patterns identified in this study serve to improve our understanding of the second language-learning process and help us to implement effective changes in our lower-level classrooms.

Linguistic transfer has been a field of many studies. This could be attributed to the strong association between linguistic transfer and both second language acquisition and linguistic errors. This paper aims at adding evidence about the effect of first language on mastering a second language and to fill a gap in linguistic studies of transfer. It will shed light on the problems which Arabic native speakers encounter when dealing with the usage of 'wish'. There has been few explicit studies addressing the grammatical transfer issue between Arabic and English directly. It has been recognized that the Arabic native speakers encounter serious problems when dealing with 'wish'. The usage of 'wish' in English is one of the most difficult structure for English learners. On the other hand, in spite of the strong association between 'wish' and 'if-clauses', they do not face such a problem when dealing with 'if-clauses'. Eighty eight first year students specialized in English enrolled in this experiment, all of them are Arabic native speakers. It turns out that the problems which they face when dealing with 'wish' result from applying their knowledge in Arabic language (L1) to answer the questions about 'wish' in English.

Pronunciation difficulties for Spanish speakers learning English, 2020

English The Linguistic theories of second language acquisition and second language learning have widely discussed in what ways the mother tongue or L1 can influence these processes. Some of those have direct effect on the lexical, structural, cultural, or phonological aspects, among others, that can cause miscommunication between interlocutors. This essay intends to analyse two problems in pronunciation Spanish speakers could find as obstacles to efficient communication in English, why these may happen and how they can be addressed by adapting a unit of the 'Life' series for Elementary EFL adult learners and 'Time Zones' series for Elementary EFL teenagers.

Present paper looks into the mother tongue interference in Nepali learners in learning English. The paper does not delve deep into any specific area, rather it looks into a cross-section of the most common problem areas of our young learners -the actual errors made by the Nepali learners in preposition, article, word order, reduplication, temporality, lexical selection and addition. These problem areas have been identified in a test given to a group of +2 students. While expressing themselves either in written or spoken forms, the learners have been found to transfer the structural patterns of their mother tongue (Nepali) to the target language (English) and contrast the rules of both the languages, ultimately distorting the structure of the target language and pulling it closer to or approximating it to their mother tongue.