Transfer (2)
-
Upload
dolly-gallego -
Category
Documents
-
view
2.516 -
download
2
Transcript of Transfer (2)
LANGUAGE TRANSFER
Dolly Ramos G
Transfer every day activities
LANGUAGE TRANSFER
Language transfer
Borrowings
• The borrowing of words
• EX:
loan
• The loan of expression and idioms
• EX:
INTERFERENCE LEVELSThe effect can be on any aspect of language
LANGUGAGE TRANSFER
• Newmark and Reibel (1968) adult learner does not substitute what he knows in the NL for the TL; instead: to fill in his gaps, he refers for help to what he already knows
• What these authors qualify as "ignorance“ (hypothesis)
• propose more and better training.
TRANSFER AS A CONSTRAINT
• In the d/ment of Lg, leading them to non-target-like productions
• broadly speaking, l/s make hypotheses which are constrained by the use of L1 influence
• This hypothesis testing process. (Schachter, 1983). lt is both:
• Facilitating• limiting conditions
TRANSFER AS A PROCESS
• Wode (1986) transfer as a cognitive process issue
• The notion of "interlingual identification“• L/s have a common psycholinguistic reference
frame to perceive similarities between Lg
it can lead to a learning process(Kohn, 1986).• (creative transformation)• (meaningful output) or a production process
NEGATIVE TRANSFERwhen speakers and writers transfer items that are not the same in
both languages. EX: False cognates.
WEL-COME PEOPLE
Mr. Well
POSITIVE
• When learning from situation assists leaning in a another
• unit or structure of both languages is the same, linguistic interference can result in correct language production. EX: True cognates.
Posititve tranfers
• When learning from situation assists leaning in a another (+)– Recognizes common features – Consciously links info – Sees the value of using previously learned items
(Schunk, 19996 b)
Effective ways to promote positive transfer
Teach subject matter in contexts.
Provide opportunities to
practice , applications
Provide opportunities for distributed
practice
Employ informed instruction: concept or strategy. (Paris et al., 1982). The scaffolding
strategies
Teach subject matter in
meaningful.
Promote positive attitudes toward subject matter
MECHANISM
CONSCIOUS
Learners or unskilled translators may sometimes guess when producing speech or text in a second language.
UNCONSCIOUS
Learners may not realize that the structures and
internal rules of the languages in question are
different.
MULTIPLE ACQUIRED LANGUAGE
Transfer can also occur between acquired languages, when people are learning two anguages simultaneously they
may assume that a structure or internal rule from one language is the same in the other language.
Theory of Contrastive Analysis..” Gass & Selinker, p72
• 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 can be expected.
Practice
• Find out what the differences are between pairs of languages
• On the basis of 1, you can predict areas in which L2 learners will have difficulties and those where they won’t
Theory Interference
Theory INTF• This refers to the idea that
forgetting occurs because the recall of certain items interferes with the recall of other items.
Proactive • the prior existence of old
memories makes it harder to recall newer memories and dubbed this effect
• relates to a negative effect of prior interference on the recall of a second task
• Activity • Elephant• Tiger• Lion• Panther• Gorrilla • hiyna• Cocordile• Jirrafe hipos• rhinos
• Count back ward fro
• 12 to 1|
THANK YOU VERY MUCH
no useful learning takes place unless positive transfer occurs
http://else.econ.ucl.ac.uk/papers/uploaded/281.pdf
http://en.wikipedia.org/wiki/Language_transfer