First Language Use in Second and Foreign Language Learning

2009 ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Use ◽  
First Language ◽  
Foreign Language Learning

scholarly journals Second Language Interference towards First Language Use of Japanese Learners

2019 ◽  
Vol 4 (1) ◽  
pp. 159
Author(s):  
Zulfadli Abdul Aziz ◽  
Bukhari Daud ◽  
Syafira Yunidar
Keyword(s):  
Second Language ◽  
Qualitative Study ◽  
Foreign Language ◽  
Language Learning ◽  
Language Use ◽  
First Language ◽  
Foreign Language Learning ◽  
Japanese Language ◽  
Language Effects ◽  
Japanese Learners

There have been many studies on first language interference towards learners’ second or foreign language learning, but not many on the otherwise. This study investigates the effects of learning Japanese as a foreign language towards learners’ first language use, Indonesian. The data for this qualitative study were obtained from five Japanese learners who had different backgrounds of Japanese learning. Observation and interview were used as the research instruments to collect the data in this study. The results were found that the learners showed foreign language effects; grammatical aspects and borrowing. In short, learning a foreign language (FL) influences learners’ first language (L1), which means that learning Japanese language had affected the learners’ first language, Indonesian. It can be concluded that learning a second or foreign language may interfere a learner’s first language.

scholarly journals Ideologies of language at Hippo Family Club

Pragmatics ◽  
2015 ◽  
Vol 25 (2) ◽  
pp. 205-227
Author(s):  
Chad Nilep
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Language Use ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Ethnographic Study ◽  
Approach To Learning ◽  
Japanese Schools ◽  
State Language

Ethnographic study of Hippo Family Club, a foreign language learning club in Japan with chapters elsewhere, reveals a critique of foreign language teaching in Japanese schools and in the commercial English conversation industry. Club members contrast their own learning methods, which they view as “natural language acquisition”, with the formal study of grammar, which they see as uninteresting and ineffective. Rather than evaluating either the Hippo approach to learning or the teaching methods they criticize, however, this paper considers the ways of thinking about language that club members come to share. Members view the club as a transnational organization that transcends the boundaries of the nation-state. Language learning connects the club members to a cosmopolitan world beyond the club, even before they interact with speakers of the languages they are learning. The analysis of club members’ ideologies of language and language learning illuminates not only the pragmatics of language use, but practices and outcomes of socialization and shared social structures.

scholarly journals The Influence of L2 English Acquisition of the Request Speech Act on Persian Preschool Children

2018 ◽  
Vol 6 (4) ◽  
pp. 25
Author(s):  
Firooz Sadighi ◽  
Shahrzad Chahardahcherik ◽  
Maryam Delfariyan ◽  
Fariba Feyzbar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Production ◽  
Speech Act ◽  
First Language ◽  
Foreign Language Learning ◽  
Strategy Use ◽  
Instructional Effects ◽  
Request Strategies ◽  
Learning English

In Iran the age of learning English as a foreign language is decreasing yearly. It is obvious that learning English at a very early age is a most appropriate time to start. The investigation in this study is focused on the speech act of request. Instructional effects of learning request strategies are assessed in preschoolers who received instruction to find out whether the exposure to the foreign language learning enhances the development of request strategy use and brings about changes in their first language strategy use features. The data were collected from 10 preschool Iranian learners of English as a foreign language. The participants of the study took a two-semester speaking course in an academic setting in Iran. The study had a pretest and posttest design in which 10 conversations were used including polite request strategies of English to analyze instructional effects on the learners’ first language after the posttest, by comparing and measuring the backward transfer against the pretest results. The oral task was in the form of role plays which were also utilized for communicative practice with the learners. The data were rated for the extent of a foreign language effect on the first language by experienced tutors and linguistic analyses were done to identify the foreign language components of request strategies features in the first language production. Results showed that frequent use of English request strategy features in the first language was an indication of L2 students’ beneficial experience in their L1.

An investigation into the relationship of foreign language learning motivation and sign language use among Deaf and hard of hearing Hungarians

2013 ◽  
Vol 51 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Edit H. Kontra ◽  
Kata Csizér
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Language Use ◽  
Foreign Language Learning ◽  
Hearing Impaired ◽  
Learning Motivation ◽  
Language Learning Motivation ◽  
The Relationship

Abstract The aim of this study is to point out the relationship between foreign language learning motivation and sign language use among hearing impaired Hungarians. In the article we concentrate on two main issues: first, to what extent hearing impaired people are motivated to learn foreign languages in a European context; second, to what extent sign language use in the classroom as well as outside school shapes their level of motivation. The participants in our research were 331 Deaf and hard of hearing people from all over Hungary. The instrument of data collection was a standardized questionnaire. Our results support the notion that sign language use helps foreign language learning. Based on the findings, we can conclude that there is indeed no justification for further neglecting the needs of Deaf and hard of hearing people as foreign language learners and that their claim for equal opportunities in language learning is substantiated.

The Role of the First Language in Foreign Language Learning

Language ◽  
1990 ◽  
Vol 66 (3) ◽  
pp. 651
Author(s):  
Carol Blackshire-Belay ◽  
Håkan Ringbom ◽  
Hakan Ringbom
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
First Language ◽  
Foreign Language Learning

scholarly journals A home-based intervention towards preschoolers’ EFL sentence development

2021 ◽  
Vol 6 (1) ◽  
pp. 35-41
Author(s):  
Dwijani Ratnadewi ◽  
Armeria Wijaya
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
First Language ◽  
Foreign Language Learning ◽  
Research Subjects ◽  
Home Based ◽  
Media Intervention ◽  
Rapid Pace ◽  
Home Based Intervention ◽  
Language Environment

Research has shown that the initial few years of children’s lives are the best times for language to develop at a rapid pace, the first language (L1) or a foreign language (FL) may be acquired these times. Researches on preschoolers FL acquisition with home-based intervention (HBI) have not been studied extensively under the L1 environment. This study aims to examine the results of HBI on the development of the acquisition of Indonesian preschoolers’ English as a Foreign Language (EFL) sentences. This research is a case study with naturalistic observation design, where data were obtained from logbooks and interview. The research subjects were 2 preschoolers about 36 months. The study’s duration was 24 months from the 13th until the 36th month with HBI, namely parents-based and authentic/semi authentic-media intervention. The data were the children’s English sentences taken at 24th to 36th months at their own homes. The Owens’ acquisition of sentence forms measured the English sentences’ development of in the respondents’ conversation and self-narration. This research found that at about 36th month, these Indonesian preschoolers were able to communicate in English in various sentences such as declarative, negative, interrogative, imperative, embedded and conjoining. HIGHLIGHTS: Simultaneous foreign language learning and first language acquisition for children is tangible advantage. Authentic input and active interaction act as the language environment substitute in foreign language learning. Intensive learning makes preschoolers speak a foreign language earlier.

scholarly journals INTELLIGIBLE PRONUNCIATION: TEACHING ENGLISH TO VIETNAMESE LEARNERS

2021 ◽  
Vol 37 (1) ◽  
pp. 176
Author(s):  
Do Anh Tuan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Negative Transfer ◽  
First Language ◽  
Foreign Language Learning ◽  
Teaching English ◽  
Teaching Process ◽  
International Language ◽  
Accented English ◽  
Point Of Reference

L1 (first language) phonological transfer in L2 (second/foreign language) learning appears unavoidable; concerns are whether it is positive or negative and which strategies could help to deal with negative transfer. This paper discusses the exploitation of an innovative approach to English pronunciation teaching named the L1 point of reference (L1POR) approach, in which L1 phonological impacts on L2 pronunciation are taken into account in the teaching process. Teaching points and strategies to improve the intelligibility of Vietnamese-accented English are recommended with reference to the L1POR and literature in teaching English as an international language.

scholarly journals Use of L1 in the Iranian EFL Classroom

2021 ◽  
Vol 9 (2) ◽  
pp. 34-45
Author(s):  
Setareh Masoumi Mayni ◽  
Shamala Paramasivam
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
First Language ◽  
Negative Attitude ◽  
Foreign Language Learning ◽  
English Language Teaching ◽  
Elementary Level ◽  
Teaching Methodology ◽  
Institute Of Technology

By reviewing the literature on the development of English language teaching methods in the last three decades, it is obvious that the idea of using the first language (L1) in the second language (L2) classroom has always been controversial. The history of language pedagogy and the role of the first language in foreign language learning generate debates in English as a foreign language. The teaching of English as a foreign language is growing every day in Iran, and as a result, the need for informing the best policy is getting more urgent. The principal intent of the current study, that investigates the use of L1 in the English classroom, is to determine teachers, students and policymakers’ beliefs and attitudes towards the use of L1 in L2 classroom. The L1, in this case, is Farsi language and all the participants are native speakers of Farsi. One hundred and fifty students of the English Language Department at the elementary level at Tehran Institute of Technology are the participants of the study. They are all female and in their late teens or early twenties. The students and the teachers were surveyed by questionnaires and the researcher observed 10 classes and interviewed 3 teachers and 3 policymakers. The information gathered from the questionnaire was submitted to SPSS for analyzing the data, and the information gathered from the interview. Class observation check-list was used to triangulate the findings of the questionnaire. The results of this study indicate that teachers and students have different attitudes towards using L1 in the EFL classes. While students have a positive attitude, teachers have a negative attitude. The main reason mentioned by students for not being against the limited use of Farsi in their English class is that they believe using Farsi even in a limited sense can help them to understand difficult concepts. However, teachers believe in an English-only policy to be more exposed to the English language. Another finding of this study is that the functions of using Farsi by students or teachers in EFL classroom are: for explaining difficult parts, for managing the classroom, for explaining exam instructions, for explaining the two language differences, for checking comprehension, for seeking help from others, for joking with others, for making students relaxed and for presenting the meaning of new words. Given these findings, to match the student’s and teachers’/policymakers’ ideas about using L1 at the elementary level, an EFL teaching methodology that considers the use of Farsi, even in a limited way, is suggested.

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