Language Transfer

By Yiran Rosie Cai Hyunjin Jinna Kim Maria Perez

Language Acquisition

Language Transfer

Earlier ideas: language mixing/ code mixing - syntactic language transfer - lexical language transfer
Yesterday, I go to very hot sauna, and m y dad say, It is cool, so I and my brothe r we say Ah, its cool!

Language Transfer

Extended ideas discourse transfer/ socio-cultural transfer/ learning style transfer

Kaplan (1966) Cultural Thought Patterns

Characteristics of Transfer
In / Out transfer (Lave, 1988) Asymmetrical / Reciprocal transfer (Dziembo

wkil & Newcombe, 2005)

Near/ Far transfer (Gick & Holyoak, 1983; Helfenstein) Context dependent / independent trans fer (Bjork & Richardson-Klavehn, 1989) Positive / Negative transfer (Lado, 1957; Selinker, 19 72; Lightbown, 1983; Ninio,2006)

Larsen-Freeman (2012)

Contents
Illustration of Language Transfer Linguistic Transfer Socio-cultural Transfer Learning Style Transfer
Integrated Notion of Transfer Implement in Education Conclusion

Linguistic

Socio-cultural

Learning style

Linguistic transfer

Linguistic

Socio-cultural

Learning style

Some expression:
presentation project due(verb---noun) blog post for reflection paper: I have to "po" my paper today!!! Proper Nouns: bill, check, account numb er etc.

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Linguistic

Socio-cultural

Learning style

Socio-cultural transfer

Linguistic

Socio-cultural

Learning style

Positive or Negative?
Liu. D.(1995). Sociocultural transfer and its effect on second language Speakers' co mmunication Examples of how native sociocultural val ues and believes dominate their commu nication with Americans, which are consi dered as "problems/barriers"

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Linguistic

Socio-cultural

Learning style

Positive or Negative?
Bu.J.(2012). A Study of Relationships betw een L1 pragmatic transfer and L2 proficie ncy Conclusion: Higher profiency L2 learners are less likely to transfer their native language pragma tic norms since they have enough contro l of L2

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Linguistic

Socio-cultural

Learning style

Positive or Negative?
Al-Issa, A. (2003). Sociocultural transfer in L2 speech behaviors-evidence and moti vating factors The results show three areas in EFL learner s speech: choice of selecting semantic formulas length of responses content of semantic formulas cultural-motivated sociocultural transfer

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Linguistic

Socio-cultural

Learning style

Positive or Negative?
Cook.V. (1999). Going beyond the Nativ e Speaker in Language Teaching. a L2 learner's L1 is always at least covertl y present, despite pervasive pedagogic al sanctions against its use in L2 classroo m implication for teaching: use L1 as a positive factor train the learner as "intercultural speaker"

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Linguistic

Socio-cultural

Learning style

Learning style transfer

Cultural learning patterns
Guild (1994)

-African Americans (Hale-Benson, 1986; Shade, 1989; Hilliard

1989)

: value oral experience, physical activity, and loyalty in interpersonal relationships/ comfort able with discussions, active projects, and col laborative work

Linguistic

Socio-cultural

Learning style

Learning style transfer

Cultural learning patterns
-Mexican Americans (Ramirez, 1989; Vasquez, 1991; Berry, 1
979; Cox & Ramirez, 1981)

: value family and personal relationships/ co mfortable with cognitive generalities and pat terns/ comfortable with broad concepts

Linguistic

Socio-cultural

Learning style

Learning style transfer

Cultural learning patterns
-Native Americans (Bert & Bert, 1992; More, 1990 ; Shade, 1989) : value and develop acute visuals discriminati on and skills in the use of imagery/ have refle ctive thinking patters/ comfortable with quite times for thinking and visual stimuli

Linguistic

Socio-cultural

Learning style

Learning style transfer

Learning style : create formulas or charts and generate rul es memorize everything (Test-orientated)

Linguistic

Socio-cultural

Learning style

Learning style transfer

Context independent transfer : applying the same skill regardless of the co ndition. Near transfer : teaching for a successful result on the test Failed to Far transfer & out transfer : could not apply the same rule in authentic speaking situations out of the classroom/ ca nnot extend the transfer beyond the knowle dge in order to apply in real-life language sk ills.

Linguistic

Socio-cultural

Learning style

Integrated Notion of Transfer

Implement in Education
Teacher, teacher, I was on the bus, and I saw a broth er and A brother? You saw you r brother Aiden on the b us? You have another broth er except for Aiden? Well, hes not your brot her. Your brother is Aid en. He is your friend.

No, no, he is not Aiden. He s a brother from church.

No! I know this brother fro m church!

Implement in Education
An Indian Fathers Plea Dear teacher, I would like to introduce you to my son, Wind-Wolf. H e is probably what you would consider a typical Indian kid. And like so many Indian children his age, he is shy and quiet in the class room. He is 5 years old, in kindergarten, and I cant understand wh y you have labeled him a slow learner. His aunts and grandmothers taught him to count and know his n umbers while they sorted out the complex materials used to make the abstract designs in the native baskets. He is not culturally dis advantaged, but he is culturally different. So you see, all of th ese influences together make him somewhat shy and quiet and perhaps slow according to your standards. My son, Wind-Wolf, is not an empty glass coming into your class to be filled. He is a full basket coming into a different environment and society with some thing special to share. Please let him share his knowledge, heritage, and culture with you and his peers.

Implement in Education
Different la nguage
Diversity

No definite rule
No fear of st ereotyping Different thought pa ttern

Different c ulture

Opportunity t o share

Valuable i ndividuals

Educate students to be intercultural compete nt communicators.

Conclusion

If is not surprising that classroom languag e based on "native" norms is irrelevant to what students regard as more socially sig nificant needs in their everyday lives.
Code-meshing (Canagarajah, 2006): L2 l earners not only master the dominant va rieties, but also know their preferred varie ties in rhetorically strategic ways

Thank you!
Any questions?