Linguistics across Cultures. Applied Linguistics for Language Teachers

Walsh, Donald D.; Lado, Robert

doi:10.2307/335383

Cited by 235 publications

(69 citation statements)

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“…As Lado points out, if having compared the foreign language to students' mother tongue, the instructor will have a better understanding of their true learning issues and be able to better cater to their needs when teaching [19]. In other words, mastering the English mindset is crucial for both instructors and learners, which lays the groundwork for authentic English writing.…”

Section: Cultivate Students' Cross-cultural Awarenessmentioning

confidence: 99%

Problems in English Writing Caused by Differences Between Chinese and English Thinking Patterns and Coping Strategies for Chinese

Peng¹

2023

Proceedings of the 2nd International Conference on Education, Language and Art (ICELA 2022)

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The present study compared the differences between Chinese and English thinking patterns and the problems it poses for Chinese students in English writing, which aims to provide strategies to reduce the occurrence of Chinglish writing and enhance the authenticity of the articles. After reviewing the literature, this paper found that: 1) dialectical argumentation is a common writing method in Chinese, which can result in an ambiguous thesis statement in English writing. Both Chinese instructors and students require deep awareness of logical thinking and apply it to English writing and teaching; 2) Unlike the straightforward structure of an essay in English, the Chinese tend to omit details in writing, which hinders readability and comprehension of English writing. For different writing goals, Chinese students are expected to organize different structures of English writing based on rational thinking; 3) Diverse language conventions are also an essential factor affecting Chinglish writing, reducing the criticality and reliability of the article. Proper usage of English expressions can effectively support Chinese students in achieving correct and authentic English writing. This paper contributes to supplementing academic research gaps, such as the problems that Chinese students encounter in English writing under the influence of Chinese-English thinking differences. It is necessary to inspire future researchers to investigate comprehensive strategies to tackle Chinglish writing and approaches to the instruction of writing. Also, it is helpful to arouse the interest of both teachers and students in exploring and acquiring the differences between Chinese and English thinking, increasing the effectiveness of teaching and learning.

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Section: Cultivate Students' Cross-cultural Awarenessmentioning

confidence: 99%

Problems in English Writing Caused by Differences Between Chinese and English Thinking Patterns and Coping Strategies for Chinese

Peng¹

2023

Proceedings of the 2nd International Conference on Education, Language and Art (ICELA 2022)

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“…Similarly to Chomsky"s ideal speaker in L1 English, the central point of reference in SLA and EFL research has been the ideal native speaker, based typically on the abstract notion of the educated speaker of standard British English (Widdowson, 1994). In SLA research, this was reflected in Error Analysis (Corder, 1967) and Contrastive analysis (Lado, 1957). The purpose of the former was to identify systematic errors in learners" English grammar so that they could be eradicated, while the latter investigated linguistic differences between learners" L1 and L2 in order to help learners approximate the kind of English used by native speakers.…”

Section: Pronunciation and Identification In L2mentioning

confidence: 99%

Investigating Hungarian EFL learners’ comprehension and attitudes pertaining to English speech varieties

Feyér¹

2015

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Spoken communication in English has an increasing role in the lives of people due to the global role of the language. Because of the diversity characterising English in different international contexts, speakers are likely to be exposed to a wide range of English speech varieties, which makes this issue relevant to language learners as future users of English. The aim of the present research project is to investigate Hungarian secondary school EFL learners" comprehension of and attitudes towards English speech varieties.The investigation, characterised by a mixed methods approach to research, comprises three consecutive studies built on one another. Study One is a quantitative questionnaire study with an accent-comprehension task, conducted on a sample of 62 secondary school EFL learners studying in Budapest, Hungary. Study Two includes a follow-up interview study with 5 participants from the previous sample and 3 additional learners from the same population.Study Three is a replication of the first study with methodological refinements based on the findings of the previous studies, conducted on a sample of 94 learners from the same population as the previous studies.The findings show that learners are most successful at comprehending Received Pronunciation which they are familiar with from ELT materials, while unfamiliar accents often pose a considerable challenge to their comprehension of spoken English. It has been found that comprehension is related to a set of intertwined factors, including proficiency, phonological awareness, exposure to English speech and the perceived comprehensibility of an accent. To cope with difficulties in comprehension, which can be caused by a variety of phonological and non-phonological features, learners may use top-down and bottom up listening strategies.Regarding attitudes, learners show a favourable disposition towards native English accents and attribute positive stereotypes to native speakers, while they show uncomplimentary attitudes towards non-native speech varieties and attach negative stereotypes to ESL and EFL speakers based on their English pronunciation, which suggests that learners" attitudes are based on a restricted, native-speaker-centred view of English. The findings of the research project offer implications for language pedagogy, which can be used to inform local language teaching in Hungary to cater for the future needs of learners.

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“…It is a proven fact that acquisition a foreign language is a creative process of memorization. Lado [5] suggested that in acquiring the L2, a learner can easily learn features of the L2 that are similar to the learner's L1, while elements that are dissimilar to the learner's L1 are problematic for him. It is an undeniable fact that learners in some cases make performance errors when they are unprepared, anxious, or in a hurry.…”

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confidence: 99%

Study of Typical Mother Tongue Interference in the Process of Second Language Acquisition

Halahan¹,

Drahan²,

Zhyla³

2022

"Scientific notes of V. I. Vernadsky Taurida National Universit

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Nowadays, the results of all studies lead to the clear conclusion that the economic development of states depends on the English language skills of their citizens. As a result of globalisation processes, the modern world is increasingly opening up to professional and scientific communication in various fields, making knowledge of a foreign language a necessary feature of many professions. Unfortunately, Ukraine ranks 28th out of Europe, Ukraine ranks 28th out of 32 in terms of knowledge of English language proficiency. And this shows that we are greatly losing our potential due to a great extent because our professionals do not know English. Only when the teacher has a clear idea of the types of errors, the ways to deal with them and the target audience, can he or she work as efficiently as possible. The aim of this work is to identify, analyse and classify Ukrainian students' interference errors in English and to formulate recommendations for solving this problem, including ways to improve interlanguage communication. The article traces five types of interference errors: grapho-orthographic, phonetic, semantic, lexical, and grammatical. The authors emphasize that mastering a foreign language at the B2 level for graduation is impossible without the ability to compare the facts of the native and foreign languages. For this purpose, methods are used that promote student motivation. We believe that the teaching of English should be focused on the native language, which will help to avoid errors of interference. It is also emphasized that we see reasonable prospects for future scientific research in the development of various strategies and ways of preventing and correcting errors in foreign language learning that arise as a result of native language interference.

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Linguistics across Cultures. Applied Linguistics for Language Teachers

Cited by 235 publications

References 0 publications

Problems in English Writing Caused by Differences Between Chinese and English Thinking Patterns and Coping Strategies for Chinese

Problems in English Writing Caused by Differences Between Chinese and English Thinking Patterns and Coping Strategies for Chinese

Investigating Hungarian EFL learners’ comprehension and attitudes pertaining to English speech varieties

Study of Typical Mother Tongue Interference in the Process of Second Language Acquisition

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