8. L1-Fraught Difficulty: The Case of L2 Acquisition of English Articles by Slavic Speakers

Ekiert, Monika; Han, ZhaoHong

doi:10.21832/9781783094837-010

Cited by 8 publications

(19 citation statements)

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“…Most of these studies have explored syntactical and lexical aspects. Transfer within the syntactical area has examined prepositions (Alonso, Cadierno & Jarvis, 2016), articles (Ekiert & Han, 2016), gender (Athanosopoulos & Boutonnet, 2016), or subject-verb inversion (Cuza, 2013), among other issues. Within the lexical field, transfer has examined L1-L2 cognates (Burton, 2013;Helms-Park & Dronjic, 2016), morpho-phonological errors, semantic errors, or both (Jarvis & Pavlenko, 2008), code switching (Bullock & Toribio, 2009;Turnbull & Dailey-O'Cain, 2009), and lexical borrowing (Muñoz-Basol & Salazar, 2016).…”

Section: A Description Of Transfer Phenomenamentioning

confidence: 99%

Unintentional Reverse Transfer from L2 (English) to L1 (Spanish) in Tertiary Levels

Agulló

2020

ijes

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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 bilingual educational contexts.

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Section: A Description Of Transfer Phenomenamentioning

confidence: 99%

Unintentional Reverse Transfer from L2 (English) to L1 (Spanish) in Tertiary Levels

Agulló

2020

ijes

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“…There is extensive literature on the acquisition of English articles (cf. Master 1986Master , 1987Master , 1994Master , 2002Ionin et al 2004;Jaensch 2008;Yoo 2009;Sabir 2015;Ekiert and Han 2016;Sun 2016; or Şekerci Arıbaş and Cele 2019). As regards Spanish, some research has been carried out on the acquisition of the Spanish article system by Polish L1 students (cf.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Nonetheless, article-related errors are found even among the most advanced students (cf. Lin 2003;Ekiert and Han 2016) and also among students whose L1 features such a category (cf. Odlin 1989).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In fact, Sun claims that there is correspondence between the proficiency level and the acquisition of the indefinite article, although not the same can be claimed for the definite and Ø article. Ekiert and Han (2016) analyze the acquisition of English articles by 65 Slavic learners (Polish n = 42, Russian n = 11, and Ukrainian n = 12) by using video retelling, missing word activities, and a translation methodology. Ekiert and Han (2016: 166) point out to that "[i]n general, the L1-Polish participants considered speaker-oriented identifiability sufficient for reference tracking in English" (i.e.…”

Section: English Article Instructionmentioning

confidence: 99%

“…Hawkins 1991). Following Trenkic (2002), Ekiert and Han (2016: 165-166) explain that in Slavic languages, "the way objects are referred to mirrors the state of knowledge of the speaker only," and this often results in interference at the level of discourse. Following Yoo (2009), Ekiert and Han (2016: 150) point out that, although most student textbooks put emphasis on the anaphoric discourse-oriented use of the (i.e.…”

Section: English Article Instructionmentioning

confidence: 99%

See 2 more Smart Citations

The acquisition of L3 Spanish articles: What can be learned from a simple linear regression analysis?

Testa

2019

RiCL

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Despite being extremely frequent in Spanish, articles pose one of the biggest challenges for Polish L1/English L2 students who learn it as a L3, even among the most advanced learners. However, little attention has been paid to the influence of the task at hand, especially since certain registers and writing styles tend to make use of a higher number of noun phrases, thus increasing both the amount of article syntactical environments and the probability of an error to be made. The main purpose of this article is to investigate whether there is a statistically significant relation between the number or article-related errors and an increasing number of article environments. In order to do this, a simple linear regression analysis was run for both B1 and B2 groups separately, and finally the whole level (n = 72). The results of the t tests suggest a significant linear relationship between the number of article-related errors and article tokens, between article-related errors and noun tokens, and between article and noun tokens. The article provides some considerations on possible actions to be taken both for researching and teaching the Spanish article system to [–ART] L1 learners.

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Focused written corrective feedback and linguistic target mastery: Conceptual replication of Bitchener and Knoch (2010)

Ekiert

Gennaro

2019

Lang. Teach.

Self Cite

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This study replicates Bitchener and Knoch (2010), which reported that written corrective feedback (WCF) targeting two single-rule English article functions (first mentionaand subsequent mentionthe) is effective. The current replication study repeats the original study in most respects but adds to the assessment of the intervention's efficacy by recording the impact of focused WCF on all functional article uses, and not just on the two uses targeted by the WCF. The results of the replication study partially confirm Bitchener & Knoch's results and introduce some further differentiated findings. It is concluded that while the focused WCF leads to increased accuracy in the targeted functions of articles, the same WCF may negatively impact the remaining non-targeted article functions, especially for the group that received the most explicit WCF in the form of metalinguistic explanation.

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8. L1-Fraught Difficulty: The Case of L2 Acquisition of English Articles by Slavic Speakers

Cited by 8 publications

References 0 publications

Unintentional Reverse Transfer from L2 (English) to L1 (Spanish) in Tertiary Levels

Unintentional Reverse Transfer from L2 (English) to L1 (Spanish) in Tertiary Levels

The acquisition of L3 Spanish articles: What can be learned from a simple linear regression analysis?

Focused written corrective feedback and linguistic target mastery: Conceptual replication of Bitchener and Knoch (2010)

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