Cross-Linguistic Influence on Referent Introduction and Tracking in Japanese as a Second Language

Autor/in	Nakahama, Yuko
Titel	Cross-Linguistic Influence on Referent Introduction and Tracking in Japanese as a Second Language
Quelle	In: Modern Language Journal, 93 (2009) 2, S.241-260 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
Schlagwörter	Language Patterns; Japanese; Second Language Learning; Transfer of Training; Oral Language; Personal Narratives; Korean; English; Native Speakers; Discourse Analysis; Language Proficiency; Language Acquisition + Suchen Sie Ihr Suchwort? Sprachmodell; Sprachstruktur; Japaner; Japanisch; Zweitsprachenerwerb; Training; Transfer; Ausbildung; Oral interpretation; Mündlicher Sprachgebrauch; Erlebniserzählung; Koreanisch; English language; Englisch; Muttersprachler; Diskursanalyse; Language skill; Language skills; Sprachkompetenz; Sprachaneignung; Spracherwerb
Abstract	This study investigates cross-linguistic influence (CLI)--also known as first language (L1) transfer--on referent introduction and tracking in oral narratives in Japanese as a second language (L2) within the framework of functional approaches to language learning. Narrative discourse produced by two groups of learners of Japanese, one whose L1 is typologically parallel to and one whose L1 is distant from Japanese (Korean and English, respectively), was investigated at three different proficiency levels. The results showed that there were differing patterns in the development of referent introduction and tracking between the two groups, which seemed to be influenced by the learners' L1. Further, different linguistic forms generated the differing ways in which CLI was realized in the learner language. To explicate these findings, I argue that (a) the saliency of certain linguistic forms facilitated CLI to take place, (b) lower level learners could not fully take advantage of the shared linguistic features between the L1 and L2 due to linguistic constraints they experienced, and (c) the learners' "thinking for speaking" in their L1 transferred to their L2. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10