Exploring the effects of first language influence on second language                 pragmatic processes from a syntactic deficit perspective

Liszka, Sarah Ann

doi:10.1191/0267658304sr238oa

Cited by 13 publications

(6 citation statements)

References 16 publications

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“…Similar results have been reported in studies of ESL learners with different first languages (Bardovi-Harlig, 1998;Bardovi-Harlig & Bergstrom, 1996;Collins, 2005;Coppieters, 1987;Guiora, 1983;Hinkel, 1992Hinkel, , 1997Liszka, 2004). It is particularly important to note that the same pattern even applies to learners who have acquired near-native like proficiency (Coppieters, 1987).…”

Section: Introductionsupporting

confidence: 84%

The Choice of Tense in Translation into the Second Language

Chen¹,

Dong²

2016

SELT

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Section: Introductionsupporting

confidence: 84%

The Choice of Tense in Translation into the Second Language

Chen¹,

Dong²

2016

SELT

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“…Turning to the present perfect, Liszka (2004Liszka ( , 2005 tested L1 Chinese, German and Japanese speakers of advanced L2 English on the acquisition of the (British) English present perfect, using a form-interpretation task. The results showed that the German learners produced the present perfect 58% of the time in present perfect contexts, similar to 56% for the Japanese and 47% for the Chinese.…”

Section: Acquisition Of Tense/aspect In the L2mentioning

confidence: 99%

Processing tense/aspect-agreement violations on-line in the second language: A self-paced reading study with French and German L2 learners of English

Roberts

Liszka

2013

Second Language Research

110

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In this article, we report the results of a self-paced reading experiment designed to investigate the question of whether or not advanced French and German learners of English as a second language (L2) are sensitive to tense/aspect mismatches between a fronted temporal adverbial and the inflected verb that follows (e.g. * Last week, James has gone swimming every day) in their on-line comprehension. The L2 learners were equally able to distinguish correctly the past simple from the present perfect as measured by a traditional cloze test production task. They were also both able to assess the mismatch items as less acceptable than the match items in an off-line judgment task. Using a self-paced reading task, we investigated whether they could access this knowledge during real-time processing. Despite performing similarly in the explicit tasks, the two learner groups processed the experimental items differently from each other in real time. On-line, only the French L2 learners were sensitive to the mismatch conditions in both the past simple and the present perfect contexts, whereas the German L2 learners did not show a processing cost at all for either mismatch type. We suggest that the performance differences between the L2 groups can be explained by influences from the learners’ first language (L1): namely, only those whose L1 has grammaticized aspect (French) were sensitive to the tense/aspect violations on-line, and thus could be argued to have implicit knowledge of English tense/aspect distinctions.

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“…Menurut (Sarah A. Liszka, 2004) dalam penelitian "Exploring the effects of first language influence on second language pragmatic processes from a syntactic deficit perspective" berusaha mempertimbangkan fungsi gramatikal yang dapat berkontribusi pada pemrosesan pragmatis pada tingkat pembentukan explicature atau pemulihan, dengan asumsi bahwa penguraian pengetahuan tata bahasa secara logis memulai pengembangan pragmatis yang diperlukan untuk pembentukan. Penelitian tersebut menggunakan kerangka teori Relevansi Sperber dan Wilson.…”

Section: Pendahuluanunclassified

SOUNDS AND PRONUNCIATION (Children's First Language Acquisition Model in the Pragmatic Process)

Jayanti

2019

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The aim of the study was to determine the stages of the linguistic first language acquisition process which emphasized the aspects of sound and pronunciation in children aged two to four years. Research focuses on phonological analysis of sound and pronunciation in a pragmatic perspective. This type of qualitative research uses a cross sectional approach, namely data collection from the age of two to four years at the same time in order to obtain complete and fast data so that it can describe each individual in the process of acquiring his language. The focus of research is all sounds or sounds that are spoken or produced by the child in a pragmatic view, namely when communicating. Sub focus in research is the sound and pronunciation of children according to the theory of Susan M. Gass and Larry Se, at the initial stage the pronunciation of children is not the same as the pronunciation of adults. Some sounds can be distinguished at first such as: the difference between consonants in [ta] and [da]. Even when children start using words that more or less resemble adult words, at least in a sense, there are different pronunciations, namely deletion of syllables (em..bek→goat), elimination of sound (japah→jerapah→giraffe), and simplification process words (fis→fish). The results showed that there was a relationship between the ability of sound produced by children and pragmatic rules according to their age. In the acquisition of languages and stages of linguistic processes with almost the same age there are also differences between children with each other.

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Exploring the effects of first language influence on second language pragmatic processes from a syntactic deficit perspective

Cited by 13 publications

References 16 publications

The Choice of Tense in Translation into the Second Language

The Choice of Tense in Translation into the Second Language

Processing tense/aspect-agreement violations on-line in the second language: A self-paced reading study with French and German L2 learners of English

SOUNDS AND PRONUNCIATION (Children's First Language Acquisition Model in the Pragmatic Process)

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