The Cognitive Interface: Cross-Linguistic Influence between SiSwati and English

Autor/in	Mthethwa, Patrick
Titel	The Cognitive Interface: Cross-Linguistic Influence between SiSwati and English
Quelle	In: TESOL International Journal, 11 (2016) 2, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2094-3938
Schlagwörter	Contrastive Linguistics; Second Language Learning; Native Language; Transfer of Training; African Languages; Teaching Methods; Psycholinguistics; English (Second Language); Second Language Instruction; Foreign Countries; Learning Processes; Error Analysis (Language); Error Patterns; Verbs; Grammar; Interlanguage; Interference (Language); Bilingualism; Language Classification; Morphemes; Case Studies; Writing Assignments; Grade 4; Elementary School Students; Swaziland + Suchen Sie Ihr Suchwort? Linguistics; Kontrastive Linguistik; Zweitsprachenerwerb; Training; Transfer; Ausbildung; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Teaching method; Lehrmethode; Unterrichtsmethode; Psycholinguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausland; Learning process; Lernprozess; Error analysis; Fehleranalyse; Fehlertyp; Grammatik; Zielsprache; Bilingualismus; Sprachtypologie; Morphem; Case study; Fallstudie; Case Study; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	This study reports evidence of cross-linguistic influence (CLI) that surfaced from English compositions of SiSwati learners of English in Swaziland, where English is a second language. Although CLI has been studied widely in other languages, it has not been studied in SiSwati and English, and its implications for instruction are not known. Specifically, this study examined cases of negative transfer from the former to the latter, by identifying the cognitive influence participants' knowledge of their first language (L1) exerted on the structural acquisition of their second language (L2); how the knowledge and command of their L1 thwarts the process of learning L2, and the overall implications of this phenomenon on teaching practices. A total of sixty (60) narrative compositions from thirty (30) participants were collected, transcribed, and analyzed using contrastive rhetoric and categorical aggregation methods to establish consistency of the structural patterns in L2 learners' performance. In order to construct a psycholinguistic path that learners of English in Swaziland traverse during the acquisition of an L2, a weak version of contrastive analysis (CA) was used. The results revealed errors in the use of verbs and subject-verb agreement (SVO); however, a lot of errors were a function of lexical and structural transfer. Overall, this study is useful in improving language instruction in Swaziland and other similar ESL contexts. (As Provided).
Anmerkungen	English Language Education Publishing. Site Skills Training - Clark, Centennial Road, Clark Freeport Zone, Clark, Pampanga 2023, Philippines. e-mail: asianefl@gmail.com; Web site: https://www.elejournals.com/tesol-international-journal/; Web site: https://www.tesol-international-journal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01