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1、Language Transfer,2,Outline,1.Key points Definitions and types of LTReasons for LTHistorical developmentCurrent thinkingNew perspectives of research2.State-of-the-art3.Implications for language teaching,3,Introduction,It has always been assumed that,in a second language learning situation,learners r
2、ely extensively on their native language.Individuals tend to transfer the forms and meanings of their native language and culture to the foreign language and cultue-both productively and receptively.-Lado,in his Linguistics Across Culture,4,Definitions,Transfer is the influence resulting from the si
3、milarities and differences between the target language and any other language that has been previously acquired(and perhaps imperfectly acquired).-Odlin(1989),The influence of a persons knowledge of one language on that persons knowledge or use of another language.-Jarvis,Pavlenko(2008),5,Transfer m
4、ay occur at all levels:,phonology(foreign accent).syntax(word for word translation,e.g.I like very much Edinburgh could be a transfer of French word order into English).lexis,(e.g.false cognates,if the learner incorrectly assumes that an L2 word has the same meaning as a similar L1 word;for instance
5、,a Spanish speaker may use embarrassed to mean pregnant,embarazada being the Spanish word).pragmatics(e.g.inappropriate over-formality or under-formality).morphology seems to be less affected than other areas.,6,Types of LT-ten dimensions(Jarvis,Pavlenko),7,Possible reasons for LT,Interlanguage(the
6、learners interim grammar of the L2)is not fixed and rigid like the L1,but permeable.(目标语水平)In all learning situations,previous knowledge is a starting point for acquiring new knowledge;and in a language-learning situation,this means previously-learnt languages.（子集原则）Markedness（标记性原则）Perceived langua
7、ge distance.If two languages are perceived as close,transfer(both positive and distance negative)is more likely to occur.For example,research in Finland,where Finnish and Swedish are both offcial languages,suggests that L1 Swedish learners of English more readily transfer from their mother language.
8、（语言类型距离）,8,Historical development,Discussions of transfer often begin with the work of American linguists in the 1940s and 1950s.In the 1950s,language transfer was often deemed the most important factor to consider in theories of SLA.Based on behaviorist position:Second language was seen as the deve
9、lopment of a new set of habits.The role of the native language,then,took on great significance,because it was the major cause for lack of success in learning the L2.From this framework emerged contrastive ananlysis.(contrastive ananlysis)(error analysis),9,2.During the 1960s to the late 1970s,its im
10、portance waned as learners errrors were seen not as evidence of language transfer but rather of the creative construction process.Some researchers virtually denied the existence of language transfer in their enthusiam for universalist explanations.Since the late1970s,research on the role of the nati
11、ve language has taken on a different view,advocating a nonbehaviorist position.View transfer as a creative process.,10,During the mid-to late 1970s,the emphasis was on the determination of how and when learners use their language and on explanations for the phenomenon.Most important is the broadenin
12、g and reconceptualization of language transfer and the concomitant examination of the terminology generally employed.Kellerman and Sharwood Smith(1986)suggested the term cross-linguistic influence,which is suffiently broad to include transfer,in the traditional sense,but also aviodance,language loss
13、(whether of the L1 or of another L2),and rate of learning.,11,3.In recent years,however,a more balanced perspective has emerged in which the role of transfer is acknowledged and in which transfer is seen to interact with a host of other factors in ways not fully understood.,12,Current thinking,Avoid
14、anceDifferential learning ratesDifferent paths Overproduction L1 L2Predictability/selectivitySecond language processing Interlanguage transfer,13,1.It can result in avoidance,where a structure does not exist in the L1.For example,Chinese and Japanese do not have relative clauses,so Chinese and Japan
15、ese learners of English use these less often than learners whose languages do have relative clauses.,14,2.It can lead to differential learning rates:either delay,when learners whose L1 contains a particular form spend longer at that stage of development than L1 learners or learners whose L1 does not
16、 contain that form.(e.g.,Spanish negation is realized by no+verb.Children learning English as L1 use no+verb form for negation before they learn auxiliary+not form;many foreign learners appear to go through this stage,but Spanish learners tend to stay there longer).or acceleration;for example,learne
17、rs whose L1 has articles and reflexive pronouns learn these forms faster than learners in whose L1 they do not exist.,15,3.It can lead to different paths of acquisition.e.g.as Chinese does not have articles,Chinese learners go through a stage of using demonstrative pronouns.4.It can result in overpr
18、oduction.e.g.over-use of Latinate cognate words by speakers of Romance languages.,16,5.Predictability/selectivityUnder what conditions does transfer take place?The notion undelying CAH-that similarities implied learning ease and that differences implied learning difficulty-proved to be invalid.Klein
19、mann(1977)suggested the opposite with novelty effect.He suggested,some L1-L2 differences may prove to be relatively easy to learn due to their saliency in the L2 input.In Kleinmanns view,the learner is seen as making decisions about which forms and functions of the NL are appropriate candidates for
20、use in second language.,Place the learner in the center of the determination of transfer.,17,6.Second language processingeg.Jean saw the daughter of the woman who was leaving the shop.This suggests an important role for L1 processing when confronted with the L2.,18,Interlanguage transfer,Definiton：I
21、nterlanguage transfer is the inluence of one L2(using the beoad sense of this term)over another.(eg.L2L1;L3L2;L2L3;L2,L3L1)Most importantly for current theories of language tansfer,based on solely two languages in the multilingual mind,what are the principles that block native language transfer in t
22、he domain of multiple language acquisition and that encourage(or discourage)fossilization?,19,Empirical studies:Dewaele(1998)investigated lexical inventions in two versions of oral French interlanguage.The results showed that the group that had only one second language(French)drew heavily on the nat
23、ive language(Dutch),whereas the group that had two interlanguages drew on the first foreign language(English)in creating French lemmas.,20,Klein(1995)found that multilinguals outperformed monolinguals in lexical and syntactic learning and concluded that multilinguals develop qualities that help trig
24、ger UG parameters.The qualities were metalinguistic awareness and enhanced lecical learning,as proposed by Thomas(1988).Cenoz(2001)discussed a number of facors that might influence cross-linguistic influence in general(e.g.,age,context of use,proficiency).She found that linguistic distance is one fa
25、ctor.Age is another,with older learners showing more cross-linguistic influence than younger children.There are language-related factors as well,with more transfer of content words than function words.,21,New perspectives of LT research,New theoretical explanations:Lingustic relativism(语言相对论)-langua
26、ge vs thinking Multicompetence(多语能力)Attrition of language(语言磨蚀理论)Bilingual mental lexicon(双语心理词库).New areas:Directions of transfer Transferbility Conceptual transfer.,22,State-of-the-art,-From Google Scholar,23,Recent researches:Yukie Horiba(2013).Word Knowledge and Its Relation to Text Comprehensio
27、n:A Comparative Study of Chinese-and Korean-Speaking L2 Learners and L1 Speakers of Japanese.The Modern Language Journal 96,108-121.Eun Sung Park(2013).Learner-Generated Noticing Behavior By Novice Learners:Tracing the Effects of Learners L1 on Their Emerging L2.Applied Linguistics,74-98.,24,Focus o
28、n multilingualism,夏全胜（2010）.中国学生法语元音发音过程中迁移现象的实验研究.外语与外语教学，79-88.Following the ideas of vowel patterns,Xia designed a experiment that Chinese students whose second language is English learn a third language-French.The aim of this study is to investigate the transfer of mother tongue and the second l
29、anguage during the process of learning a third language.,25,Jasone Cenoz(2013).The Influence of Bilingualism on Third Language Acquisition:Focus on Multilingualism.Language Teaching 46,71-78.Silvina Montrul(2013).Dominant Language Transfer in Spanish Heritage Speakers and second Language Learners in
30、 the Interpretation of Definite Articles.The Modern Language Journal,96,70-94.,26,Interdisciplinary research,张雷，俞理明（2012）.迁移研究的心理认知视角心理类型与心理典型的国内外研究综述.当代外语研究，22-26.Zhang and Yu reviewed the researches of language transfer which based on psychotypology.Kellerman:学习者对母语结构或意义有一种直觉，这种直觉决定其母语的可迁移性。Keller
31、man(1983,1986)将这种对母语词义的感知称为“心理语言标记性（psycholinguistic markedness),指出核心性与标记性密切相关，后来又采用心理典型这个概念来表示。,27,Implications for teaching,Schools that have multilingualism as one of their educational goals cannot view TLA learners as imitation monolinguals,but as processing unique forms of competence,or compete
32、ncies,in their own right.School curricula and teaching practices could benefit from relating the different languages so that TLA learners have the opportunity to develop metalinguistics awareness based on their knowledge and use of two or more languages.-Jasone Genoz(2013),28,Negative transfer is qu
33、ite possible in the pronunciation,grammar,and so forth of second language learners.Comprehensible language should be the goal no matter what dialect is learned,and the comprehensibility of peeople can vary in different contexts.Teachers must be concerned not only with forms and functions but also with the learning process.Materials must be suitable for classroom teaching.-Terence Odlin(2003),THANK YOU!,
