On L1 Transfer in L2 Comprehension and L2 Production*

Ringbom, Håkan

doi:10.1111/j.1467-1770.1992.tb00701.x

Cited by 57 publications

(45 citation statements)

References 14 publications

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“…The present study responds to Ringbom's (1992) plea that researchers concentrate "on the stage at which transfer first occurs, that is, comprehension . .…”

Section: Resultsmentioning

confidence: 90%

The Role of Mental Translation in Second Language Reading

1994

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Reading in a second language (L2) can produce inefficient processing in otherwise proficient readers. This paper argues that mental translation during L2 reading may facilitate the generation and conservation of meaning by allowing the reader to represent portions of L2 text that exceed cognitive limits in a familiar, memory-efficient form. Fifty-one intermediate-level French students, in high, middle, and low reading ability groups, participated in think-aloud interviews while reading French texts. The relative frequency of translation use among these groups is compared at the beginning and end of a semester and is found to decrease with level of reading ability. The specific contexts in which students relied on translation are identified, and functional benefits and strategic uses of translation are discussed. Finally, hypotheses and questions are developed for future research.In the last 15 years, an impressive research effort has been directed toward understanding the processes involved in second language (L2) reading comprehension. Much of this research has consisted in the application of theoretical constructs developed in first language (LI) comprehension research (e.g., schemata, scripts, story grammars) to L2 reading situations. While this approach has been very productive, particularly in showing the importance of a reader's background knowledge in understanding L2 texts, it has not fully addressed one of the fundamental, self-evident differences between LI and L2 comprehension: that the L2 reader has two languages at his or her disposal rather than just one.At present it remains unclear precisely what role the native language plays in L2 reading comprehension. On the one hand, we know that it can sometimes facilitate comprehension, as when the LI and L2 are related languages and L2 texts contain I would like to express my gratitude to Janet Swaffar and three anonymous reviewers for their comments on an earlier version of this manuscript.

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“…The present study responds to Ringbom's (1992) plea that researchers concentrate "on the stage at which transfer first occurs, that is, comprehension . .…”

Section: Resultsmentioning

confidence: 90%

The Role of Mental Translation in Second Language Reading

1994

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“…Furthermore, it is uncontroversial that languages exert mutual influence in bilinguals. 'Cross-linguistic influence' (Kellerman & Sharwood Smith, 1986;Odlin, 2003) is a term often used to cover different sorts of phenomena, from positive transfer in learning closely b e r t h e l e a n d sto c k e r related languages (Ringbom, 1992) to convergence (Toribio, 2004) and what was traditionally termed 'interference(s) ' (Weinreich, 2011) and 'borrowing' (see Cenoz, Hufeisen, & Jessner, 2001, for an extensive discussion of crosslinguistic influence). The scholarly discussion today focuses on the determinants of the degree of influence (CLI) between the bilinguals' languages.…”

Section: Previous Researchmentioning

confidence: 99%

The effect of language mode on motion event descriptions in German–French bilinguals

Berthelé

Stocker

2016

Lang. cogn.

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When describing motion in space, speakers of French and German are known to show different preferences. In French, the verb typically encodes the path, whereas in German the manner in which the figure moves is mapped onto the verb. In this paper, this difference between the two languages is investigated, drawing on the data produced by forty participants. All participants are multilinguals, with German and French as their two strongest languages. They described fifty video clips in two sessions, once in monolingual and once in bilingual mode. The critical stimuli were always described in German in both language modes, the fillers in German in monolingual mode but in French in bilingual mode. The analyses of the manner and path verb uses show that, in a bilingual mode, speakers significantly converge towards the French model, that is, they reduce the preference for manner verbs and increase the proportion of path verbs.

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“…During this period and the following decades research centred on different aspects of error-making: the development of taxonomies for identifying and classifying errors (Dusková 1969, Burt and Kiparsky 1974, Politzer and Ramírez 1973, Corder 1981, Chun et al 1982, Dulay, Burt and Krashen 1982; the investigation of error gravity (Tomiyama 1980, Hughes and Lascaratou 1982, Davies 1985, McCretton and Rider 1993; and detailing the different causes of errors (Richards 1974, Odlin 1989, Gass and Selinker 1992, Ringbom 1992.…”

Section: The Rise and Fall Of Il Error Studiesmentioning

confidence: 99%

“We All Make Mistakes!”. Analysing an Error-coded Corpus of Spanish University Students’ Written English

MacDonald

2017

Comp.J. Eng. Stud.

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Abstract. The present study analyses the errors identified in the written argumentative texts of 304 Spanish university students of English taken from two different corpora -one from a technical university context and the other from learners enrolled in the Humanities. Considered an important design criterion for computer learner corpora studies, the metadata of the students' was recorded and their competence levels were measured using the Oxford Quick Placement Test. The scores obtained (0 to 60) were then related to the CEFR (Common European Framework of Reference for Languages) levels ranging from A1 to C2.Within the field of applied linguistics and language teaching/learning, many studies have been carried out over the years designed to address the phenomenon of interlanguage errors made by learners of English (Dusková 1969, Green & Hecht 1985, Lennon 1991, Olsen 1999, among many others). These studies involved analyzing a small number of texts with a limited number of tags, based on either linguistic taxonomies or surface structure categories of errors (Dulay, Burt, & Krashen 1982). However, in the last three decades, technological advances have been made which have facilitated the analysis of much larger amounts of data using computers for both the development of learner corpora and programs for a more detailed analysis of the learner data.The error coding system used in the present research work has been designed to address all the possible levels of error (with as many sub-categories as required) since learners writing in a foreign language not only make errors related to grammar and vocabulary, but also with regard to their competence in the use of syntax, discourse relations and pragmatics, among others.The aim of the present study is two-fold. Firstly, we explore the nature of the errors coded in the corpus i.e. which errors are most frequent, including not only the main categories but also the most delicate levels of errors. Secondly, we address the question of the relationship, if any, of the learners' competence levels and the type and frequency of the errors they make. The results show that grammar errors are the most frequent, and that the linguistic competence of the learners has a lower than expected influence on the most frequent types of errors coded in the corpus.

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On L1 Transfer in L2 Comprehension and L2 Production*

Cited by 57 publications

References 14 publications

The Role of Mental Translation in Second Language Reading

The Role of Mental Translation in Second Language Reading

The effect of language mode on motion event descriptions in German–French bilinguals

“We All Make Mistakes!”. Analysing an Error-coded Corpus of Spanish University Students’ Written English

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