Lexical and syntactic transfer in writing: a pilot study of two Chilean learners of EFL

Gurney, Laura and Liyanage, Indika 2012, Lexical and syntactic transfer in writing: a pilot study of two Chilean learners of EFL, Comparative education bulletin, vol. 14, pp. 124-136.

Attached Files
Name Description MIMEType Size Downloads

Title Lexical and syntactic transfer in writing: a pilot study of two Chilean learners of EFL
Author(s) Gurney, Laura
Liyanage, IndikaORCID iD for Liyanage, Indika orcid.org/0000-0001-6459-4977
Journal name Comparative education bulletin
Volume number 14
Start page 124
End page 136
Total pages 13
Publisher The Comparative Education Society of Hong Kong
Place of publication Hong Kong
Publication date 2012
ISSN 1992-4283
Summary Transfer is crucial during the learning and acquisition of a Second Language (L2) and can affect learners' production and reception at all stages of learning. The ·process of transfer can be explained as the use of structures or lexical items which are concurrent with or deviant from the target language, but which are in fact copies of structures or lexical items from the learner's First Language (L1) (Larranaga, Treffers-Daller, Tidball & Ortega, 2011). Transfer is a common occurrence and as such, it' is crucial to acknowledge its use and utility by learners during the process of second language learning and acquisition. Transfer is not always negative; structures and lexical items from a learner's L1 may transfer into their L2 with accuracy and naturalness. This may be particularly the case where a learner is acquiring a language which is cognate with their L1 and as such has a high degree of reciprocity or overlap. However, even cognate languages contain distinctive structures and words which L2 learners must identify as reciprocal or non-reciprocal in order to improve their writing by avoiding negative transfer. Transfer often occurs via translation, particularly for lexical items. Adult L2 learners rely on L1 translation particularly for lexical processing and production; learners' knowledge of L1 informs their use of L2 vocabulary to varying degrees depending on their proficiency (Jiang, 2004).
Language eng
Field of Research 130207 Lote, Esl and Tesol Curriculum and Pedagogy (excl Maori)
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C3 Non-refereed articles in a professional journal
ERA Research output type X Not reportable
Copyright notice ©2012, Comparative Education Society of Hong Kong
Persistent URL http://hdl.handle.net/10536/DRO/DU:30070975

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 15 Abstract Views, 2 File Downloads  -  Detailed Statistics
Created: Tue, 17 Mar 2015, 12:50:42 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.