Explicit and Implicit Knowledge of Article Semantics in Belarusian Learners of English: Implications for Teaching

Agebjörn, Anders

doi:10.1007/978-3-030-39257-4_10

Cited by 4 publications

(3 citation statements)

References 38 publications

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“…Westergaard, 2003), while definiteness has been found to be notoriously hard for learners with an article-less L1 such as Russian (e.g. Agebjörn., 2020;Ionin et al, 2004). For other properties, we may or may not see effects of CLI at the stage that we are testing these learners.…”

Section: Research Questions and Predictionsmentioning

confidence: 99%

“…This view has been advocated by the Full Transfer/Full Access Hypothesis (FT/FA, Schwartz & Sprouse, 1996) and before that by White (1985). The FT/FA argues for wholesale transfer: L2 learners copy their entire L1 system in one fell swoop, except for phonological features and lexical items, upon first exposure to a new language (Schwartz & Sprouse, 1996, 2020. This copy of the L1 system constitutes the initial state of L2 acquisition.…”

Section: Introductionmentioning

confidence: 99%

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Crosslinguistic influence in L3 acquisition across linguistic modules

Jensen

Mitrofanova

Anderssen

et al. 2021

International Journal of Multilingualism

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In this study, we investigated crosslinguistic influence (CLI) at developmental stages of third language (L3) acquisition of English by Russian-Norwegian children (N = 31). We tested seven linguistic properties within three linguistic modules (morphology, syntax and syntax-semantics). We compared the L3 learners to Norwegian (N = 90) and Russian (N = 74) second language (L2) learners of English. We predicted simultaneous facilitative and non-facilitative CLI in the L3 group within all modules, as the previously acquired languages offered conflicting options. Our predictions were partly supported. On one property, the L3 learners were different from both L2 groups, which is in line with cumulative CLI from both previously acquired languages. On four conditions, the L3 learners performed like the more accurate L2 group, indicating facilitative influence. On two conditions, all groups performed alike, showing high rates of accuracy. Taken together, the results indicate that CLI obtains on a property-byproperty basis, with none of the L1s being the sole or primary source of CLI. Finally, we found CLI in all linguistic domains, but the developmental slopes for the properties were not equal, which suggests that factors such as complexity and saliency needs to be taken into account when we compare CLI.

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Section: Research Questions and Predictionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Crosslinguistic influence in L3 acquisition across linguistic modules

Jensen

Mitrofanova

Anderssen

et al. 2021

International Journal of Multilingualism

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show abstract

“…Quite a number of studies in the literature have been conducted to predict the systematicity and variability of, as well as learners' difficulties with article use among EFL/ESL (English as a second language) learners (e.g., Strauss & Feiz, 2014;Świątek, 2013;Watcharapunyawong & Siriluck, 2013). Previous research has shown that learners' choice of articles interacted with a number of properties along certain dimensions like, semantic/pragmatic contexts (Crosthwaite, 2016;Snape, 2013); abstract nouns (Amuzie & Spinner, 2013); explicit and implicit knowledge of article semantics (Agebjörn, 2020;Butler, 2002;Yang & Ionin, 2009), teacher instruction (Agnieszka, 2008;Snape & Yusa, 2013), corrective feedback (Kao, 2013;Sheen, 2007;Zabor & Rychlewska, 2015), universal grammar (Morales-Reyes & Soler, 2016), transfer of L2 proficiency to L3-English (Arıbaş & Cele, 2021), as well as digital game-based learning of English articles (Kao, 2020;Reynolds & Kao, 2021).…”

Section: Previous Studies On English Article Choicesmentioning

confidence: 99%

Variability in Article Use Among Chinese EFL Learners: Effects of Semantic Contexts, Proficiency and Discourse-Mode

Qian

Kang-xi

Yan

2021

J Psycholinguist Res

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The aim of this study is to shed light on the learnability regarding usages of three English articles (a, the and zero) among Chinese EFL learners. To this end, three tasks were administered in a pool of 107 participants to examine the extent to which learners can accurately use articles across different semantic contexts as well as the effects of varying proficiency level and discourse mode on learners' article decisions. The results showed that both groups (Group Low and Medium) in this study were likely to commit few errors with respect to article usages that target definiteness and specificity than those in zero-licensing contexts. In addition, inconsistent findings were observed regarding the effect of proficiency level on the variability in learners' article choices. Though significant differences were observed between two discourse modes (exposition and argumentation), it is claimed that NP-licensing contexts rather than shift of discourse mode play a major role in explaining the variances in the accurate use of articles. Furthermore, the findings in the present study will also inspire pedagogical implications.

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Potential L1 transfer effects in explicit and implicit knowledge of articles in L2 English

Kim

Ionin

2022

ARAL

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This study investigates how L1-Korean L2-English learners perform with regard to articles in both explicit and implicit tasks. It also examines the role of L1-transfer from Korean demonstratives to English definites in L2 article production. 21 native English speakers and 27 adult intermediate L1-Korean L2-English learners were tested. The participants completed an elicited imitation task (EIT, implicit) and a forced-choice task (FCT, explicit). In the EIT, participants repeated sentences with and without articles, while stating whether the sentence matched the picture. In the FCT, participants chose the correct article for each item. The same sentences were used in both tasks. The results showed that in the FCT, learners were target-like in anaphoric contexts, supplying the, but very frequently overused a in non-anaphoric (bridging) contexts, suggesting that they equate definiteness with previous-mention. In the EIT, learners were less target-like than native speakers, yet the patterns of the two groups were similar. We consider possible explanations for the different results obtained in the two tasks.

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Explicit and Implicit Knowledge of Article Semantics in Belarusian Learners of English: Implications for Teaching

Cited by 4 publications

References 38 publications

Crosslinguistic influence in L3 acquisition across linguistic modules

Crosslinguistic influence in L3 acquisition across linguistic modules

Variability in Article Use Among Chinese EFL Learners: Effects of Semantic Contexts, Proficiency and Discourse-Mode

Potential L1 transfer effects in explicit and implicit knowledge of articles in L2 English

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