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Topic: Language interference

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	Spartanburg SC \| GoUpstate.com \| Spartanburg Herald-Journal (Site not responding. Last check: 2007-10-12)
		Language transfer (also known as L1 interference, linguistic interference, cross-linguistic interference or interference) is the effect of a speaker or writer's first language (L1) on the production or perception of his or her second language (L2).
		Language transfer is most commonly discussed in the context of ESL teaching, but it can occur in any situation where someone does not have a L1 command of a language such as when translating into a L2.
		Within the theory of contrastive analysis, the systematic study of a pair of languages with a view to identifying their structural differences and similarities, the greater the differences between the two languages, the more negative transfer there should be.
	www.goupstate.com /apps/pbcs.dll/section?category=NEWS&template=wiki&text=Language_interference (579 words)

	Christian Literature and Living
		The issues discussed are Lateralization for language, language acquisition, critical period for language Lateralization and development, controversy over left versus right hemisphere processing for language functions, cortical representation in bilingualism, evidence for neural organization, evidence from aphasia, evidence from language impairment and recovery, types of bilingualism and interference and bilingual aphasia.
		It is known that, typically, all the languages of a bilingual or a multilingual are similarly represented in brain as in a monolingual speaker.
		Weinreich (1953) observed that language mixing or interference occurred mainly at the semantic level and it was proposed to be the distinctive factor in the three types of bilingualism.
	www.languageinindia.com /march2004/neurolinguistics22.html (6154 words)

	What to Know Teaching English Language Learners
		Language Proficiency: There is a vast difference between the development of the native, or first language, and the subsequent learning of a second language.
		Students who have had 2 to 3 years of schooling in their native language may require 5 to 7 years to obtain academic proficiency in the second language, while students who have never received native language schooling may take 7 to 10 years to obtain proficiency.
		Language Loss/Language Regression: A regression in the native language may occur due to a lack of continued exposure to the more complex concepts in that language and to the introduction of a second language before the first language is fully developed.
	www.kupsplace.org /teach/seclang.html (1499 words)

	INFANT DUAL LANGUAGE AQUISITION REVISITED
		Language acquisition is a natural developmental process of gaining knowledge and mastery of a speech system in a living environment.
		A functional approach to languages means seeking to explain the nature of language in functional terms: seeing whether language itself has been shaped by use, and if so, in what ways and how the form of language has been determined by the functions it has evolved to serve (Halliday, 1973).
		According to her, it is essential for the language acquisition researcher to observe and analyze the process in which child language learning evolves out of learning how to carry on conversation.
	www.ncela.gwu.edu /pubs/jeilms/vol14/pham.htm (5313 words)

	CROSS-LANGUAGE INTERFERENCE IN LEXICAL DECISION
		For individuals who have acquired two languages to a high level, and who use both languages on a regular basis, the question arises to what extent the two language systems are separate, and to what extent they share mental representations and mental processes.
		It appears that the coexistence of two languages in an individual is a complex phenomenon in which the type of task used in experimental investigation, as well as circumstances of language acquisition and language usage, individual variability and the inherent characteristics of the particular languages concerned all play a part.
		For both language conditions the main effect of individual subject was highly significant, at the level F(17,85)=10.95, p<0.0001 in the English condition, F(17,85)=15.83, p<0.0001 in the German condition, indicating that individual subjects differed significantly from one another in their overall response times to the nonword stimuli.
	www.phon.ucl.ac.uk /home/shl9/freddieh/holmef.htm (3610 words)

	Asian EFL Journal: English Language Teaching and Research Articles
		While the subjects' inability to relate some verb forms to temporal and frequency adverbials may be ascribed to intralingual interference, which is associated with developmental sequence and general learning strategies, it is interesting to note that interference causing a large portion of the errors may be both intralingual and interlingual in nature.
		Intralingual interference is as significant as interlingual interference in the second language acquisition of the present continuous.
		Firstly, intralingual interference seems to be as significant as interlingual interference in the second language acquisition of the present continuous.
	www.asian-efl-journal.com /June_06_jmhl.php (4817 words)

	V ﷓ Discussion, Summary and Implication (Site not responding. Last check: 2007-10-12)
		First: Reading Comprehension in Spanish is correlated with English language interference; that is, students with a high degree of interference showed low reading comprehension in Spanish, and students with a low interference had higher scores in reading comprehension in Spanish.
		In addition, when interference is analyzed by type of structure, certain types of structures such as morpheme change, or the appearance of an extra word seem to cause more problems than others.
		According to Burke (1973), at the cognitive level the nature of grammatical structures interference could reside primarily in the fact that non‑familiar syntax (other than the oral interference) and morphological markers (additional part of the speech), (one extra word), reduce the child's ability to predict what is coming and thus weaken valuable cues of contact.
	ponce.inter.edu /cai/tesis/eblanco/cap5.htm (1232 words)

	American Scientist Online - The Second Tongue (Site not responding. Last check: 2007-10-12)
		The first language may set up patterns and habits that, at least in some cases, are inconsistent with the second—that is, that "compete." Although competition between languages explains some of the differences in first- and second-language learning, if first-language interference were the only problem, then learning a first language itself should never pose difficulties.
		Many changes occur with age that could affect language learning and create the wide range of individual differences that are the hallmark of learning a second language—loss of ability to segment sounds, loss of neurological plasticity, increased capacity to recall and store input, changes in motivation to learn and self-consciousness.
		Note that by asking what a second language does to the speaker, we are assuming a perspective in which monolingualism is the standard.
	www.americanscientist.org /template/BookReviewTypeDetail/assetid/15576 (648 words)

	Psycoloquy 10(025): Exploring Individual Differences in Stroop Processing With Cluster Analysis
		The amount of interference is the primary dependent measure in most studies, not the factors that contribute to the interference.
		Interference is minimal for children in the first grade and gradually increases through second and third grades (Schiller, 1966).
		Since interference is typically calculated by subtracting the RT for the control condition from the RT for the experimental conditions (i.e., congruent and incongruent), a within-subjects design is used in most Stroop research.
	www.cogsci.ecs.soton.ac.uk /cgi/psyc/newpsy?10.025 (4052 words)

	Second Language Acquisition and Second Language Learning - Page 7 (Site not responding. Last check: 2007-10-12)
		Current research in the "morpheme studies" supports the hypothesis that second language performers utilize the conscious grammar extensively only when they have to do extreme "discrete-point" grammar tests, test that test knowledge of rules and vocabulary in isolation.
		It attempts to provide some empirical data for a position first held by Newmark (1966): "interference" is not the first language "getting in the way" of second language skills.
		In terms of the Monitor performance model, interference is the result of the use of the first language as an utterance initiator: first language competence may replace acquired second language competence in the performance model, as in Fig.
	www.sdkrashen.com /SL_Acquisition_and_Learning/007.html (267 words)

	[No title]
		In many cases, teachers who have no knowledge of the students' own language, or do not feel they have a thorough enough knowledge to work on the differences, believe that it is not their business to intervene or even to suggest that there may be some interference.
		In the advanced or final stage of language teaching, translation from L1 to L2 and L2 to L1 is recognised as the fifth skill and the most important social skill since it promotes communication and understanding between strangers.
		As a technique for learning foreign languages, translation is a two-edged instrument: it has the special purpose of demonstrating the learner's knowledge of the foreign language, either as a form of control or to exercise his intelligence in order to develop his competence.
	web.tiscali.it /njross/interfereart.htm (2939 words)

	First and Second Language Acquisition
		Firstly, parents provide very little in the way of language instruction to the child—contrary to what might be believed, parents do not teach their children to speak.
		And so much of the debate ongoing in child first language acquisition has been devoted to the nature and extent of ‘what gets missed out where’ in regards to their early grammatical systems.
		Whereas it is understood that first language acquisition is somewhat a mystery and relies mostly on innate universal principles of constraints and assumptions, second language learning seems to rely more on cognitive mechanism in order to fashion general problem solving learning strategies to cope with the material.
	www.csun.edu /~galasso/lang1.htm (892 words)

	Centro de Acceso a la Información (Site not responding. Last check: 2007-10-12)
		An oral multiple choice interference test was administered to all the students.
		The Instrumentation Language Assessment Scale (LAS) was administered to each student at the school in order to find out the level of language proficiency in English, and the results were used in this study as a screening device.
		Thus, lower reading comprehension in Spanish is partially associated with high interference on verbs and additional parts of the speech (one extra word), and high comprehension is associated with low interference on verbs and additional parts of the speech (one extra word).
	ponce.inter.edu /cai/tesis/eblanco-index.html (1012 words)

	Potawatomi Language \| Hannahville Indian Community Department of Culture, Language & History
		This may not be exactly what our Elders had in mind when they said that it is our responsibility to orally hand down to the next generation the things that we learn so that those coming behind us would have what we have and more.
		Learning the language of one's Native ancestors helps to maintain American Indian cultures and is helpful to American Indian students' success in school.
		Potawatomi community members will be able to learn the Potawatomi language as a means for supporting the Potawatomi students' learning of their Native language and as a means of maintaining their American Indian culture.
	www.potawatomilanguage.org (497 words)

	Van Rooy: Word-final devoicing by Tswana and Afrikaans speakers of English
		Comparing the two different language groups, one finds that for Tswana speakers, only the voicing into closure and closure durations are significant at the level of p<0.05, while all parameters except the fricative duration are significant at the level of p<0.05 for the Afrikaans speakers.
		Certain physiological arguments can be extended to support such a position, including the fact that speech organs lose their ability to produce sounds that are not needed in a first language learnt during the first years of one’s life.
		Language learnability and L2 Phonology: The Acquisition of Metrical Parameters
	www.und.ac.za /und/ling/archive/rooy-01.html (3882 words)

	A Bilingual Language Production Model
		A bilingual language production model should not qualitatively differ from the monolingual model, and yet has to be able to account for the phenomena observed in second language production.
		Thus, while the two languages of a bilingual speaker are assumed to form subsystems in the linguistic system, a speaker nevertheless has only one conceptualizer.
		Functional interference is an error, just like speech errors observed in the native speakers of any given language and its occurrence should not be systematic.
	www.semioticon.com /virtuals/talks/tomioka.htm (2309 words)

	Language Interference \| ESL & EFL Wiki
		Language interference (also known as L1 interference) is the effect of language learners’ first language on their production of the language they are learning.
		The greater the differences between the two languages, the more negative the effects of interference are likely to be.
		Language interference often results in an English distictive to a learners first language.
	wiki.eflgeek.com /index.php/ESL-wiki/Language-Interference (159 words)

	[No title]
		Code-switching is not a language interference based on the fact that it supplements speech.
		The idea behind this view is that a language shift occurs where the second language behaves as if it were the first language, after a certain level of fluency and frequent use has occurred.
		By taking foreign language courses at Daemen College, I feel that I will be able to put the information I have gathered about code-switching to use, and discover a successful way to use it in a multicultural classroom.
	www.daemen.edu /academics/SRT/articles_files/DURF_Kasperczyk_2005_Paper.doc (1244 words)

	Related Articles on Kurdish Language
		These authors argue that there are no linguistic constraints on the results of language interference; it is rather the sociolinguistic history of the speakers that primarily determines the linguistic outcome (p.35).
		In borrowing, by contrast, both languages are maintained throughout the period of interference; lexical items, especially items of nonbasic vocabulary, are invariably the first borrowed elements; more intensive contact may also lead to the borrowing of structural (i.e., phonological and syntactic) elements.
		This is just one instance of the general point that not 'objective' factors such as language (in the genetic, linguistic sense), but rather 'subjective' ones, like self-perception and significance attached to such 'facts' (which, as we saw, are open to discussion anyway) are fundamental in determining ethnic identity (pace Isajiv 1974).
	www.kurdishacademy.org /english/articles/articles-006.html (7953 words)

	Language interference: Thai and English
		Conversely for first language Thai speakers it can be difficult to use stress consistently to denote stressed words in English, and it can also be difficult to convey such emotions as surprise or interest via intonation.
		English is seen very much as the language of business and the vast majority of Thais learn the language almost exclusively because of a desire to better their career prospects rather than because of any intrinsic interest in the first language English speaking world.
		Second language speakers are almost certainly unaware that the phrase lacks the politeness which is so valued by many Thais in their first language.
	www.macmillandictionary.com /MED-Magazine/April2006/37-Thai-English-false-friends.htm (1097 words)

	The Role of Foreign Accents in the Acculturation Process
		For example, Chinese is a tonal language and the tone level of producing pa changes the meaning of the word, whereas this would not change the meaning of a word in English.
		Only when the speaker stops filtering the sounds and phonemes of the second language through the boundaries of the first language is the speaker able to successfully lose his or her native accent.
		Those who took pride in the achievement of speaking with the “correct” accent and those who had “language shock” (fearing embarrassment, ridicule, and criticism) were more likely to work to rid themselves of their “foreign” accents.
	www.wm.edu /so/monitor/fall99/paper1.htm (2042 words)

	German Grammar Roadmap
		We were given small pieces of the puzzle without ever having glimpsed the outlines or often without even knowing that there was a larger structure into which our small pieces were to fit and the forces that shaped those structures.
		It was used almost like a cookie cutter, with large chunks of language data falling outside the Latin mold, defying inclusion into the grammar system.
		From research into the biological nature of language and thought comes one explanation that seems to account for native language interference into the acquisition of other languages.
	www.tulane.edu /~germgram/whatgram.html (684 words)

	Prins - Conquering Chinese English in the ESL Classroom (I-TESL-J)
		Again, though knowledge of the students’ first language is not compulsory, it may help teachers in understanding the interference errors made by students.
		Use the students' first language to link the thoughts of first and second language, such as for explaining grammar and conveying the meaning of the second language.
		Use the first language to maintain students’ collaborative dialogue in their second language by switching unfamiliar words of the second language to the first language.
	iteslj.org /Techniques/Prins-Chinglish.html (2332 words)

	Colorado Research in Linguistics
		English-Japanese bilinguals performed a Stroop color-word interference task with both English and Japanese stimuli and responded in both English and Japanese.
		Both within-language and between-language interference were found for all combinations of stimuli and responses.
		The between-language interference was larger for LWs (phonologically similar to English) than for TCTs, especially with Japanese responses.
	www.colorado.edu /ling/CRIL/Volume19_Issue1/conference_SUMIYA2.htm (184 words)

	University of the Pacific - General Education
		Beginning training in the basic language skills of understanding, speaking, reading and writing at the first-semester level.
		Students with previous experience in Spanish will be initially placed in classes in accordance with their linguistic proficiency.
		Focus on the study of the sound system of the Spanish language, the mechanics of sound production, the manner in which the language has organized these sounds into a system of logical relationships, and the way geographical, social and ethnic variations are made manifest throught that sytem.
	www.uop.edu /cop/modernlanguage/spanprog.asp (840 words)

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