Vragen Stellen In Het Frans

2009 ◽  
Vol 82 ◽  
pp. 45-56
Author(s):  
Petra de Wit ◽  
Jenny Doetjes ◽  
Stella Gryllia
Keyword(s):  
Strong Evidence ◽  
Negative Transfer ◽  
Positive Transfer ◽  
Production Task ◽  
Pilot Experiment ◽  
L2 Learners ◽  
Wh Questions ◽  
Interlanguage Grammars

The paper reports the results of a pilot experiment carried out by De Wit (2008), investigating the acquisition of French wh-questions by Dutch L2-learners. The results of the experiment (an elicited production task) offer strong evidence for positive and negative transfer. Interestingly, however, the data also suggest the existence of interlanguage grammars that make use of positive transfer, while filtering out the effects of negative transfer.

scholarly journals La notion de transfert appliquée au français comme langue étrangère

2019 ◽  
Vol 10 (1) ◽  
pp. 12
Author(s):  
Hans Petter Helland
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Negative Transfer ◽  
Positive Transfer ◽  
Starting Point ◽  
Binding Constraints ◽  
Interlanguage Grammars ◽  
Comprehension Tests ◽  
University Setting ◽  
Comparative Description

Our main objective in this paper is to show how linguistic properties can be transferred from one system to another. Consequences of transfer are evaluated, both positive and negative, for the acquisition of possessives in French L2 or L3 by Norwegian learners. We take as a starting point a comparative description of the possessive systems in French and Norwegian and examine interlanguage grammars of adult learners of French both in a Norwegian university setting and in an immersion context. On the basis of results from production-comprehension tests we can predict and explain interlanguage errors in the students' L2-grammar (negative transfer) using comparative grammatical constraints (reflexive-irreflexive contrasts, binding constraints, explicit marking of the possessor, orientation towards the possessor or the possessum, etc.). We can also predict cases where the learners make fewer errors or no errors at all (positive transfer). In this way we are able to measure the importance of transfer, both negative and positive, for the acquisition of French as foreign language by Norwegian adult learners.

scholarly journals THE USE OF BIMANESE VOWEL IN ENGLISH SPEAKING

2018 ◽  
Vol 5 (1) ◽  
pp. 40
Author(s):  
Muhayyah Muhayyah
Keyword(s):  
Data Analysis ◽  
Learning Process ◽  
Word Order ◽  
Negative Transfer ◽  
Positive Transfer ◽  
Research Subject ◽  
Qualitative Descriptive ◽  
English Speaking

This research was aimed at finding how Bimanese vowels interfere Bimanese students in speaking English. The techniques of collecting data were observation and video. The data was collected during the research subject did the presentation in the class. The data analysis used qualitative descriptive. Based on the finding, it’s found there were positive and negative transfers. In positive transfer the Bimanese vowels had similar sound in English so the students from Bima were easy to pronounce the words for example, in vowel /a/ in a word argument, associate, after, discuss, /i/ in a word this, into, is, mean, /u/ in a word opportunity, role, argument, /e/ in a word recognize, based, object, /o/ in a word order, of, associate. In negative transfer because of Bimanese have a strong accent, stress and intonation so in some words like /a/, /i/, /u/, /e/ and /o/ when they speak some words in English they keep making a mistake for example the word  “recognize” (rɛkɔgnɑīz) was pronounce “rɛkɔgnɑīsɛd” by a Bimanese student, the word “procedure” (prәʃīdɛr) was pronounce “prɔʃɛdɛrʊl” by Bimanese student, the word “different” (dīfrәnt) was pronounce “difɛrɛn” by Bimanese student, and the word “family” (fӕmәlī) was pronounce “fɛmili” by Bimanese student. The Bimanese vowel could give interference to the Bimanese students during learning process because they still familiar with their language so in some words they keep make a mistake.

scholarly journals Task and L1 effects

2019 ◽  
Vol 8 (1) ◽  
pp. 24-40
Author(s):  
Paz González ◽  
Tim Diaubalick
Keyword(s):  
Pilot Study ◽  
Multiple Choice ◽  
Individual Variability ◽  
Task Type ◽  
Choice Task ◽  
Production Task ◽  
Experimental Task ◽  
L2 Learners

Abstract Research on tense-aspect phenomena has shown that the type of experimental task can affect the performance of L2 learners. This pilot study on the understudied language combination Dutch-Spanish investigates this issue by focusing on the interaction between known affecting variables (inherent aspect; L1 effects) and different tasks (multiple-choice, fill-in-the-blanks, free production). First findings show that, indeed, both task type and L1 have an influence on the outcome. Generally, Dutch learners seem to prefer the Imperfect over the Preterit. This stands in contrast to previous research but can be explained by the imperfective features of the Dutch Simple Past with which the learners associate the L2 forms. Whereas this L1 effect is not visible in the multiple-choice task where the choice is forced, it manifests itself in tasks where students can choose freely between forms they know. Especially in the free production task, the L1 effect interacts with a high individual variability.

De Verwerving Van Morfologische Regels in Schrift (III)

1999 ◽  
Vol 61 ◽  
pp. 97-110
Author(s):  
Marjolein van Dort-Slijper ◽  
Gert Rijlaarsdam ◽  
Eva Breedveld
Keyword(s):  
Negative Transfer ◽  
Empirical Studies ◽  
A Priori ◽  
Recognition Task ◽  
Past Tense ◽  
Production Task ◽  
The Past ◽  
Verb Inflection ◽  
Group 6 ◽  
Special Case

In order to provide textbook authors with empirical data on the acquisition in Dutch of written morphology in nouns, verbs and adjectives, several empirical studies have been undertaken. In this article, the third study reports on the performance of the morpheme -e in a special case of adjectives in Dutch: the adjectives derived from participles. The study tries to determine the possible interference between the morphological rules for verb inflection (past tense) and adjective declension in reading and writing. Five classes of adjectives were distinguished according to order of relative difficulty established a priori. Subjects (n=157, grade 6, 7 and 8 from two schools) individually completed a compre-hension and a production task in which factors were systematically varied. Also a recognition test on the spelling of the past tense of verbs was administered. The results showed an effect of categories of verbal adjectives in the production task, but only for groups 7 and 8; group 6 was not sensitive to the differences between the categories. In the recognition task, no effect of type of adjective (verbal or normal) was found for groups 7 and 8; but for group 6, performance on verbal adjectives was lower for the three most difficult categories of adjectives. In the production task, all three groups performed lower on verbal adjectives than normal adjectives in the two most difficult categories of adjectives. It turned out that groups which acquired spelling rules for the past tense of verbs to a higher level, made more errors in the spelling of verbal adjectives, especially in the two categories of adjectives which related the strongest to the spelling of verbs. It was concluded that indications were found that negative transfer or interference is present. Authors recommend changing the order of phases in which spelling rules are trained: from 'adjective declension-verb inflection (past tense)-verbal adjective declension' to 'adjective declension (including verbal adjective declension)-verb declension (past tense).

The Effect of Overlearning on Transfer of Training

1965 ◽  
Vol 17 (2) ◽  
pp. 178-180
Author(s):  
Stephen Holborn ◽  
Erling E. Boe
Keyword(s):  
Reversal Learning ◽  
Transfer Of Training ◽  
Negative Transfer ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Positive Transfer ◽  
Criterion Group ◽  
Associate Learning ◽  
Meaningful Material ◽  
Rate Of Learning

The effect of overlearning on transfer of training on the A-B:A-Br* paradigm was studied in paired-associate learning with meaningful material (adjective pairs). One group of subjects was trained to criterion on list A-B, and two additional groups were given 100 per cent and 200 per cent overlearning on list A-B. Rate of learning list A-Br was found to be directly related to amount of overlearning. Negative transfer on list A-Br was found for errors with the criterion group, while positive transfer was found for the 100 per cent and 200 per cent overlearning groups. The results were consistent with previous paired-associate experiments, and with results of some maze, reversal learning experiments with infrahuman subjects.

Verb movement in French L2 acquisition

1999 ◽  
Vol 2 (2) ◽  
pp. 103-125 ◽  
Author(s):  
Dalila Ayoun
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Judgment Task ◽  
Production Task ◽  
L2 Acquisition ◽  
Verb Movement ◽  
Grammaticality Judgment ◽  
L2 Learners ◽  
Theoretical Predictions ◽  
Parameter Resetting

This study investigates the acquisition of verb movement phenomena in the interlanguage of English native speakers learning French as a second language. Participants (n=83), who were enrolled in three different classes, were given a grammaticality judgment task and a production task. The French native speakers' results (n=85) go against certain theoretical predictions for negation and adverb placement in nonfinite contexts, as well as for quantification at a distance. The production task results, but not the grammaticality judgment results, support the hypothesis that the effects of parameter resetting successfully appear in the interlanguage of adult L2 learners.

Paired-Associate Transfer for the A-B, C-A and the A-B, B-C Paradigms

1967 ◽  
Vol 20 (3_suppl) ◽  
pp. 1043-1050 ◽  
Author(s):  
Richard M. Schulman
Keyword(s):  
Negative Transfer ◽  
Paired Associate ◽  
Positive Transfer ◽  
Separate Group ◽  
Enlisted Men ◽  
Low Degree ◽  
Perfect Trial

Results of two experiments on transfer between paired-associate verbal lists, the first comparing the A-B, C-A paradigm with the A-B, C-D control and the second comparing the A-B, B-C paradigm with the A-B, C-D control are reported here. Each paradigm was represented by a separate group of 20 Ss, making a total of 80 Ss participating in both experiments. Army enlisted men averaging around the civilian mean were the nonvolunteer Ss. A low degree of List I learning was used but List II was learned to one perfect trial. Trials to successive criteria showed non-significant negative transfer in Exp. II and nonsignificant positive transfer in Exp. I. When the upper halves of Ss of known general aptitude in the two groups in Exp. I were compared, positive transfer was barely significant ( p = .05).

Response Mode and Irrelevant Items as Factors in Stimulus Familiarization Effects

1969 ◽  
Vol 25 (1) ◽  
pp. 327-334
Author(s):  
W. Ronald Salafia ◽  
John F. Walsh
Keyword(s):  
Negative Transfer ◽  
Paired Associate ◽  
Response Mode ◽  
Positive Transfer ◽  
Expected Outcome ◽  
Stimulus Familiarization

The direction and magnitude of transfer from stimulus familiarization (SF) training to a subsequent paired-associate (PA) task were assessed under 18 variations of 3 factors, namely, presence or absence of irrelevant items in the SF task, frequency of presentation of items in SF, and mode of responding (articulation or nonarticulation) to the words both during the SF task and when they appeared as stimulus terms in the subsequent PA task. When only relevant words were familiarized, both positive and negative transfer were obtained and systematically related to response mode and frequency. Introduction of irrelevant items to control for total amount of SF time abolished the consistency and predictability of SF effects. Positive transfer was discussed as the expected outcome of SF and negative transfer as an artifact of certain experimental procedures.

scholarly journals Derivational Complexity in EFL Learners’ Development of Bi-clausal Wh-questions

2019 ◽  
Vol 9 (2) ◽  
pp. 146
Author(s):  
Jung-Tae Kim
Keyword(s):  
English Proficiency ◽  
Developmental Process ◽  
Production Task ◽  
Efl Learners ◽  
Wh Questions ◽  
Korean Learners ◽  
Korean Efl Learners

This paper aims to investigate Korean learners’ interlanguage with respect to the production of English bi-clausal wh-questions. One hundred seven adult Korean-speaking learners of English in three proficiency groups took part in a production task designed to elicit English bi-clausal wh-questions. The study specifically asked what interlanguage structures Korean EFL learners would produce and whether the structures would change as learners’ English proficiency advances. The results revealed that Korean EFL learners produced a range of alternative bi-clausal structures, including wh-scope marking, silent scope marking, wh-scope marking with embedded wh-in-situ, L1 clause order, and wh-about-wh type constructions. Comparison of three proficiency groups showed that as the learners’ English proficiency increases, they tend to produce an increasing number of derivationally more complex alternatives. It is argued that derivational complexity plays a role in the developmental process of Korean EFL learners’ interlanguage for bi-clausal wh-questions.

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