Borrowing and Lexical Transfer

Ringbom, Håkan

doi:10.1093/applin/4.3.207

Cited by 39 publications

(28 citation statements)

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“…Examples 3 and 4 are tagged as preposition and modal errors respectively, but are also tagged as L1-influenced. Transfer is frequently found in lexical errors, notably in those apparently caused by cognates or 'false friends', which Ringbom (1983) ranks as the greatest single cause of written errors among Swedish-speaking learners of English. Nature, as used in Example 5, is one of numerous false friends found in the corpus:…”

Section: Interference Errorsmentioning

confidence: 99%

Introducing the CORYL Corpus: What it Is and How We Can Use it to Shed Light on Learner Language

Hasselgreen

Sundet

2017

BeLLS

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This article presents coryl (CORpus of Young Learner language), and demonstrates how the corpus can help reveal or shed further light on many phenomena which are manifested in the written English language of Norwegian school pupils. The paper begins with an introduction of coryl, then focuses on learner language and the role of corpora in the study of this. The following sections are devoted to what we term Computer-aided Error Analysis and Interlanguage Analysis (not involving errors). Within these sections, extracts and other findings from corylsearches are presented to illustrate what we believe coryl is able to indicate about the language of these learners.

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Section: Interference Errorsmentioning

confidence: 99%

Introducing the CORYL Corpus: What it Is and How We Can Use it to Shed Light on Learner Language

Hasselgreen

Sundet

2017

BeLLS

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“…Word processing for known words and new words are not the same since for known words semantic and formal structures are already in the mind and just need to be activated but for new words they may need to be built at the time of learning (Giacobbe, 1992;Ringbom, 1983). The resources that are used to focus on semantic features of the new word in FL learning can be allotted to the structural features and matching the form and the meaning of the new word.…”

Section: Statement Of the Problemmentioning

confidence: 99%

A study of the effects of teacher-performed gestures as a means of semantic elaboration on L2 word learning and retention

Ghasemi¹,

Feyzi-Behnagh²

2016

IJRSLL

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The current study investigates the effects of semantic elaboration operationalized through teacher-performed gestures on L2 vocabulary learning and retention. Forty-two Persian-speaking Iranian university students learning English as a foreign language were randomly selected and assigned to two groups. They were presented with two sets of new English words (determined through a pretest) and were instructed to do their best to learn the words in the two conditions. One set consisted of word-translation pairs (control condition) and the other set consisted of word-translation pairs followed by a video showing the meaning of each word through gestures. Each participant was presented with every experimental word but in two different orders (counter-balancing). Then they were required to complete four recall tasks (i.e. free recall in English, free recall in Persian, cued recall in English, and delayed cued recall in English). The results of data analysis using repeated measures of ANOVA showed a negative effect of using gestures on free recall in English, a positive effect of using gestures on free recall in Persian, and no statistically significant effect of using gestures on cued recall and delayed cued recall in English. Based on the findings some pedagogical implications are provided.

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“…He also claims that this type of borrowing deals with individual words or nouns and this is because of limited vocabulary. Ringbom (1983) claims that lexical borrowing deals with a more sophisticated linguistic process which implements the creative analogy element in conquering the semantic aspects. This process also combines various lexical items to accomplish the native language use.…”

Section: Why Borrowings Occurmentioning

confidence: 99%

Lexical Borrowings in the ESL Classrooms in Malaysia

Thirusanku¹,

Yunus²

2013

IES

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This paper attempts to show the use of lexical borrowings in ten teaching materials used by the English as Second Language (ESL) teachers in the ESL classrooms in the National Secondary Schools in the Klang district in Selangor, Malaysia. It also discusses the general and pedagogical implications involved in using lexical borrowings. This paper reveals that teaching materials with local context are found to be appealing and interesting to students because of their familiarity and local flavour. Students can instantly recognise the cultural context and respond to the situations and settings. As such they are able to interact with teaching materials in a more meaningful way.

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Borrowing and Lexical Transfer

Cited by 39 publications

References 0 publications

Introducing the CORYL Corpus: What it Is and How We Can Use it to Shed Light on Learner Language

Introducing the CORYL Corpus: What it Is and How We Can Use it to Shed Light on Learner Language

A study of the effects of teacher-performed gestures as a means of semantic elaboration on L2 word learning and retention

Lexical Borrowings in the ESL Classrooms in Malaysia

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