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A Study of L1 Interference
黃加明
1 Introduction
In this term paper, the author focuses on the learner errors resulting from L1(Chinese)
interference in written production of L2(English). The author identifies some of the errors
having to do with L1 interference and analyzes their possible causes in a hope to improve
2 Review of Literature
Ellis (1997) suggested that learner language serve as a useful way to investigate L2
learner produce when they are called on to use an L2 in speech or writing.” Learner
language may consist of errors, reflecting the gaps in a learner’s knowledge. Errors
are systematic and predictable, resulting in the construction of some kind of rule,
albeit a rule different from that of the target language. Some error are common in the
speech of all L2 learners, such as errors of omission and over generalization; other
errors, on the other hand, result from learners’ attempt to make use of their L1
Interlanguage forms can be view as learner’s hypotheses about the L2 and are
believed to be systematic and rule-governed (Park & Riley, 2000; Hatch, 1983).
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Learners’ L1, or the first language, may influence the formation of interlanguage
learners make (Krashen, Stephen, 1988). Of the research findings, first language
occur, but not through the influence of the first language (Duškova, 1969). Schachter
and Rutherford (1979) found that ESL subject might be inclined to “overproduce” L2
sentence to suit a discourse function resulting from their first language (Krashen,
1988).
L1, or the native language, can have negative effects on the L2 acquisition. For
one thing, that language share similar features does not account for learners’
features, for instances, that are inconsistent with language universals 1 . Thus,
languages with marked universals are more difficult for L2 acquisition than those
with unmarked universals (Park & Riley, 2000). For the other, foreign language
learner may misinterpret L2 acquisition because they “know to much” about their L1
(Bley-Broman, 1989). That is to say, they may presuppose that certain features of the
native language are universal. As a result, their L2 production may consists of error,
1
Language universals refer to linguistic categories and rules that almost all human languages have in common.
(Park & Riley, 2000)
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the identification and analysis of learner errors, the author may try to avoid L1
In English, the verb “be” is the most common verb form used in many different
indicate someone’s identity, age and cost; it is used with prepositional phrases,
marked with the sense of “be.” As a result, the author hypothesize that Chinese
students learning English as the second, or foreign, language are apt to disregard
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busy in the school, but I am very happy. and *Although, I did not well in my
lessons, but, after class, I made the best use of time to study and reviewed what I
learned., the author found that students might confuse the usage of the English
conjunction “although” with the Chinese words 雖然 and 但是. With literal
Some of the learner errors are apparently derived from Chinese thinking flow.
That is to say, students may literally translate their Chinese sentence pattern into
3
See Collins Cobuild English Usage. Def. “Although”. pp. 49-50.
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agreement:
Errors can be viewed as a welcome sign in that learners are testing their hypotheses in
forming linguistic knowledge. Identifying errors students make does not mean to judge or
label their competence. On the contrary, errors can help teachers find correct ways to
methods. The author in this term paper tries to identify errors resulting from L1
interference, namely, influences from Chinese, such as the missing verb “be”, the misuse
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Knowing that linguistic knowledge of Chinese, in certain aspects, may interfere with
the learning of English, the author may incorporate the contrastive analysis between
Chinese and English into English writing instruction. To begin with, learners’ learning
to see if L1 interference occurs. For example, do they always follow their Chinese thinking
flow in the production of L2? If yes, they must be equipped with more English patterns or
collocations, which are more or less different from Chinese word order. Modeling after
written examples of native speakers of English is one of the ways to alter L1 interference.
Besides, in behavioristic view, more drills on the difference between L1 and L2 may serve
as stimuli to produce correct responses in the future. Therefore, the author will use
The author is not able to cover all learner errors resulting from L1 interference due to
limited time. Besides, there is no direct evidence to show that some of the errors are
ONLY derived from L1 interference; i.e., there may be other factors influencing the
development of learner errors. Also, the samples the author gathered do not account for all
the errors learners make in terms of level of competence. As for further research in the
future, the author will focus on the contrastive analysis between Chinese as L1 and
English as L2 and the possible solution in preventing students from making repetitive
errors.
6 Reference
Bley-Broman, Robert. (1989) “What is the logical problem of foreign language learning?”
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Ellis, Rod. (1997). Second language acquisition. New York: Oxford University Press.
Krashen Stephen D. (1988). ”The role of first language in second language acquisition.”
for non-linguists: A primer with exercises (pp.209-230). MA: Allyn & Bacon.
White, Lydia. (1989). “The logical problem of second language acquisition.” Universal
Benjamins.
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