Unintentional reverse transfer from L2 (English) to L1 (Spanish) in tertiary levels.

  1. Luque Agulló, Gloria 1
  1. 1 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

Revista:
IJES: international journal of English studies

ISSN: 1578-7044

Año de publicación: 2020

Título del ejemplar: Open Issue

Volumen: 20

Número: 3

Páginas: 57-76

Tipo: Artículo

DOI: 10.6018/IJES.406901 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: IJES: international journal of English studies

Resumen

This study attempts to reveal whether there is unintentional reverse transfer L2→L1 (English-Spanish) in the oral L1 production of university learners in formal contexts. The languages used by learners influence each other, and this transfer may occur from the first to the second language (direct transfer), or from the second to the first (reverse transfer), the focus of this work. Thus, an exploratory study was implemented with two groups of participants with different L2 proficiency levels. They had to retell, using their L1, a soundless video. Their production was recorded, transcribed and examined. Consistent with other studies, results suggest unintentional reverse transfer occurs more frequently when there is a lower level of L2 competence, or, alternatively, its effects have a more evident negative outcome for these learners. Pedagogically speaking, being able to identify successful reverse transfer strategies with a positive outcome may have important implications for bilingual educational contexts.

Referencias bibliográficas

  • Alonso, R. (Ed.) (2016). Crosslinguistic Influence in Second Language Acquisition. Bristol: Multilingual Matters. doi:10.21832/9781783094837
  • Alonso, R., Cadierno, T. & Jarvis, S. (2016). Crosslinguistic influence in the acquisition of spatial prepositions in English as a foreign language. In R. Alonso (Ed.), Crosslinguistic Influence in Second Language Acquisition (pp. 93-120). Bristol: Multilingual Matters. doi:10.21832/9781783094837
  • Athanasopoulos, P. & Boutonnet, B. (2016). Learning grammatical gender in a second language changes categorization of inanimate objects: Replications and new evidence from English learners of L2 French. In R. Alonso (Ed.), Crosslinguistic Influence in Second Language Acquisition (pp. 173-192). Bristol: Multilingual Matters. doi:10.21832/9781783094837-011
  • Aronin, L. & Hufeisen, B. (Eds.) (2009). The Exploration of Multilingualism: Development of Research on L3, Multilingualism and Multiple Language Acquisition (Vol. 6). John Benjamins Publishing.doi:10.1075/aals.6
  • Bialystok, E., Craik, F. I. & Luk, G. (2012). Bilingualism: consequences for mind and brain. Trends in Cognitive Sciences, 16 (4), 240-250.doi:10.1016/j.tics.2012.03.001
  • Bates, E. & MacWhinney, B. (1989). Functionalism and the Competition Model. In B. MacWhinney & E. Bates (Eds.), The Crosslinguistic Study of Sentence Processing (pp. 3-73). Cambridge, UK: Cambridge University Press.
  • Bouvy, C. (2000). Towards the construction of a theory of cross-linguistic transfer. In J. Cenoz & U. Jessner (Eds.), English in Europe: The Acquisition of a Third Language (pp.143-156). Clevedon: Multilingual Matters.
  • Bullock, B.E. & Toribio, A.J. (2009). Themes in the study of code-switching. In B. E. Bullock & A. J. Toribio (Eds.), The Cambridge Handbook of Linguistic Code-switching (pp. 1-18). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511576331.002
  • Burton, G. (2013). Cross-linguistic influence in non-native languages: explaining lexical transfer using language production models. International Journal of Multilingualism, 10(1), 46-59.doi:10.1080/14790718.2012.679274
  • Cenoz, J. (2003). The additive effect of bilingualism on third language acquisition: A review. International Journal of Bilingualism, 7(1), 71-87. doi:10.1177/13670069030070010501
  • Chamorro, G., Sorace, A. & Sturt, P. (2016). What is the source of L1 attrition? The effect of recent L1 re-exposure on Spanish speakers under L1 attrition. Bilingualism: Language and Cognition, 19(3), 520-532.doi:10.1017/S1366728915000152
  • Cook, V. (2003). Introduction: The Changing L1 in the L2 User's Mind. In V. Cook (Ed.), Effects of the Second Language on the First (pp. 1-18). Clevedon: Multilingual Matters. doi:10.21832/9781853596346-003
  • Cook, V. (2009). Multilingual Universal Grammar as the norm. In Y. Leung (Ed.), Third Language Acquisition and Universal Grammar (pp. 55-70). Clevedon: Multilingual Matters.doi:10.21832/9781847691323-006
  • Council of Europe (2018). Common European Framework of Reference for Languages: Learning, Teaching and Assessment (CEFR). Companion Volume with New Descriptors. Retrieved 10 September, 2018 from https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989
  • Council of Europe (2001). Common European Framework of Reference for Languages. Learning, Teaching, Assessment. Cambridge: Cambridge University Press.
  • Cuza, A. (2013). Crosslinguistic influence at the syntax proper: Interrogative subject-verb inversion in heritage Spanish. International Journal of Bilingualism, 17(1), 71-96. doi:10.1177/1367006911432619
  • De Angelis, G. & Dewaele, J. M. (Eds.) (2011). New Trends in Crosslinguistic Influence and Multilingualism Research. Bristol: Multilingual Matters.doi:10.21832/9781847694430
  • Dearden, J. (2015). English Medium Instruction: A Growing Global Phenomenon. British Council Report. Retrieved 25 November from http://goo.gl/2Gh1Zd
  • Dewaele, J. (2001). Activation or inhibition? The interaction of L1, L2 and L3 on the language AQ15 mode continuum. In J. Cenoz, B. Hufeisen & U. Jessner (Eds.), Cross-linguistic Influence in Third Language Acquisition: Psycholinguistic perspectives (pp. 69-89). Clevedon: Multilingual Matters. doi:10.21832/9781853595509-006
  • Duguine, I. & Köpke, B. (2019). Processing strategies used by Basque-French bilingual and Basque monolingual children for the production of the subject-agent in Basque. Linguistic Approaches to Bilingualism, 9(4-5). doi:10.1075/lab.16047.dug
  • Ekiert, M., Han, Z. & Alonso, R. (2016). L1-fraught difficulty: The case of L2 acquisition of English articles by Slavic speakers. In R. Alonso (Ed.), Crosslinguistic Influence in Second Language Acquisition (pp. 95-147). Bristol: Multilingual Matters. doi:10.21832/9781783094837-010
  • Flores, N. & Aneja, G. (2017). "Why Needs Hiding?" Translingual (Re)Orientations in TESOL Teacher Education. Research in the Teaching of English, 51(4), 441-463.
  • Helms-Park, R. & Dronjic, V. (2016). Cross-linguistic lexical influence: Cognate facilitation. In R. Alonso (Ed.), Crosslinguistic Influence in Second Language Acquisition (pp. 71-92). Bristol: Multilingual Matters.doi:10.21832/9781783094837-007
  • Hinkel, E. (Ed.) (2011). Handbook of Research in Second Language Teaching and Learning. Vol II. London: Routledge. doi:10.4324/9780203836507
  • Jarvis, S. & Pavlenko, A. (2008). Crosslinguistic Influence in Language and Cognition. London: Routledge.doi:10.4324/9780203935927
  • Jessner, U., Megens, M. & Graus, S. (2016). Crosslinguistic influence in third language acquisition. In R. Alonso (Ed.), Crosslinguistic Influence in Second Language Acquisition (pp. 192-214). Bristol: Multilingual Matters. https://doi.org/10.21832/9781783094837-012
  • Kellerman, E. (1986). An eye for an eye: Crosslinguistic constraints on the development of the L2 lexicon. In E. Kellerman & M. Sharwood Smith (Eds.), Crosslinguistic Influence in Second Language Acquisition (pp. 35-48). New York: Pergamon.
  • Larsen-Freeman, D. & Long, L. (2014). An Introduction to Second Language Acquisition Research. Abingdon: Routledge. doi:10.4324/9781315835891
  • Lasagabaster, D. & Doiz, A. (Eds.) (2016). CLIL Experiences in Secondary and Tertiary Education. Peter Lang AG, Internationaler Verlag der Wissenschaften. doi:10.3726/978-3-0351-0929-0
  • Mehisto, P. & Genesee, F. (2015). Building Bilingual Education Systems. Cambridge: Cambridge University Press.
  • Moattarian, A. (2013). Bidirectional crosslinguistic influence in language learning: Linguistic aspects and beyond. International Journal of Linguistics, 5(4), 38. doi:10.5296/ijl.v5i4.3746
  • Morett, L. M. & MacWhinney, B. (2013). Syntactic transfer in English-speaking Spanish learners. Bilingualism: Language and Cognition, 16(1), 132-151. doi:10.1017/S1366728912000107
  • Muñoz-Basols, J. & Salazar, D. (2016). Cross-linguistic lexical influence between English and Spanish. Spanish in Context, 13(1), 80-102. doi:10.1075/sic.13.1.04mun
  • Navés, T., Miralpeix, I. & Luz Celaya, M. (2005). Who transfers more… and what? Crosslinguistic influence in relation to school grade and language dominance in EFL. International Journal of Multilingualism, 2(2), 113-134. doi:10.1080/14790710508668380
  • Norris, J. & Ortega, L. (2012). Assessing learner knowledge. In S. Gass & A. MacKey (Eds.), The Routledge Handbook of Second Language Acquisition (pp. 573-590). London: Routledge.
  • Odlin, T. (2006). Could a contrastive analysis ever be complete? In J. Arabski (Ed.), Cross-linguistic Influence in the Second Language Lexicon (pp. 22-35). Clevedon: Multilingual Matters. doi:10.21832/9781853598579-006
  • Ortega, L. (2008). Understanding Second Language Acquisition. London: Routledge.
  • Pavlenko, A. (2003). I Feel Clumsy Speaking Russian': Influence on L7 in Narratives of Russian 12 Users of English. In V. Cook (Ed.), Effects of the Second Language on the First (pp. 31-62). Clevedon: Multilingual Matters.
  • Pavlenko, A. (2016). Whorf's Lost Argument: Multilingual Awareness. Language Learning, 66 (3), 581-607. doi:10.1111/lang.12185
  • Riera, J. B. & Romero, E. D. (2010). Structural calques: source language interference in CLIL lectures in Spain. Current Research on CLIL 3, 5.
  • Selinker, L. (1972). Interlanguage. IRAL-International Review of Applied Linguistics in Language Teaching 10 (1-4), 209-232. doi:10.1515/iral.1972.10.1-4.209
  • Selinker, L. & Rutherford, W. (2013). Rediscovering Interlanguage. Abingdon, England: Routledge.doi:10.4324/9781315845685
  • Stockwell, R.P., Bowen, J.D. & Martin, J.W. (1965). The Grammatical Structures of English and Spanish. Chicago: University of Chicago Press.
  • Tarone, E. (2006). The Interlanguage Hypothesis. Science Direct, 4, 747-752. doi:10.1016/B0-08-044854-2/00618-0
  • Tarone, E. (2018). Interlanguage. In. C.A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (pp. 1-7). Wiley Online Library. doi:10.1002/9781405198431.wbeal0561.pub2
  • Treffers-Daller, J., & Sakel, J. (2012). Why transfer is a key aspect of language use and processing in bilinguals and L2-users. International Journal of Bilingualism, 16(1), 3-10. doi:10.1177/1367006911403206
  • Turnbull, M. & Dailey-O'Cain, J. (2009). Concluding reflections: Moving forward. In M. Turnbull & J. Dailey-O'Cain (Eds.), First Language Use in Second and Foreign Language Learning (pp. 182-186). Bristol: Multilingual Matters. doi:10.21832/9781847691972-013
  • Vasilyeva, M., Waterfall, H., Gámez, P. B., Gómez, L. E., Bowers, E. & Shimpi, P. (2010). Cross-linguistic syntactic priming in bilingual children. Journal of Child Language, 37(5), 1047-1064. doi:10.1017/S0305000909990213
  • Villa-García, J. & Suárez-Palma, I. (2016). Early null and overt subjects in the Spanish of simultaneous English-Spanish bilinguals and Crosslinguistic Influence. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, 29(2), 350-395. doi:10.1075/resla.29.2.01vil
  • Weinreich, U. (1953). Languages in Contact. The Hague: Mouton.
  • Williams, S. & Hammarberg, B. (1998). Language switches in L3 production: Implications for a polyglot speaking model. Applied linguistics, 19(3), 295-333. doi:10.1093/applin/19.3.295
  • Woll, N. (2018). Investigating dimensions of metalinguistic awareness: what think-aloud protocols revealed about the cognitive processes involved in positive transfer from L2 to L3. Language Awareness, 27(1-2), 167-185. doi:10.1080/09658416.2018.1432057
Fuente de los datos: Dialnet