Prior linguistic knowledge - it seems plausible that the acquisition of a second language can be influenced by the learner’s knowledge of structures and rules of his or her first language . Especially similarities between languages are probably tending to either facilitate the learning process or to impede it (cf. Gundel & Tarone 1994: 87). This cross-linguistic influence is called “language transfer”, which can be described as negative when the application of L1 structures or rules on a L2 utterance leads to a linguistically incorrect expression (cf. Saville-Troike 2012: 19). Given the fact that similarities between languages might impede the learning process of the L2, the work in hand takes a closer look at reflexive pronouns in English and German. As “self-forms” in English and “sich-forms” in German look quite similar but differ in their use, they appear as a possible source of error for German learners of English. Therefore, the leading question of the paper is whether L2 English learners recognize the differences in the use of “self-forms” in English and the use of “sich” in German. The hypothesis is that, based on their L1 knowledge, German learners of English are likely to make use of reflexive pronouns more often than necessary. In other words, it is assumed that a negative language transfer is likely to occur due to the formal similarities between the L1 and L2. Further information on the theoretical basis of the study will be given in the second chapter, followed by the part on methodology that includes information on the informants, the research instruments, and the data collection procedure. In the following two chapters, the results of the study will be presented and, with regard to possible explanations and limitations, discussed. Finally, the main findings of the paper will be summarized.
The reason for conducting this study is, in the first place, that the problem of language transfer is of great importance for the learner’s learning process of English as L2. Especially teachers of English should be aware of common sources of error, so they might be able to predict possible linguistic problems and support their students at their best to avoid such mistakes (cf. Odlin 1990: 4). Furthermore, previous studies in the field of cross-linguistic examinations on reflexive pronouns mainly referred to binding conditions and the like, whereas this paper deals with the frequency and correct application of reflexives by learners of English as L2.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Theoretical Background
- Methodology
- Results
- Discussion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This study investigates the influence of first language (L1) German on the acquisition of reflexive pronouns in English as a second language (L2). The primary objective is to determine whether German learners of English overuse reflexive pronouns due to similarities between German "sich-forms" and English "self-forms," a phenomenon known as negative language transfer.
- Language Transfer in Second Language Acquisition
- Cross-linguistic Comparison of Reflexive Pronouns (German vs. English)
- Frequency and Correct Application of Reflexive Pronouns by L2 Learners
- Analysis of Errors in L2 English due to L1 Interference
- Evaluation of Research Methods in Investigating Language Acquisition
Zusammenfassung der Kapitel (Chapter Summaries)
Introduction: This chapter introduces the concept of language transfer, focusing on how similarities and differences between L1 and L2 can affect the learning process. The study specifically investigates the potential for negative language transfer in the use of reflexive pronouns by German learners of English. The hypothesis is that due to formal similarities between German "sich-forms" and English "self-forms", German learners will overuse reflexive pronouns in English. The methodology of the study, involving an Acceptability Judgement Test and an elicitation task administered to 30 German L1 learners of English, is briefly outlined. The importance of understanding language transfer for effective English language teaching is emphasized.
Theoretical Background: This chapter delves into a detailed comparison of reflexive pronouns in German and English. While seemingly similar, significant differences exist in their usage and frequency. The chapter defines reflexive pronouns, emphasizing their co-referential nature and providing examples illustrating their function in both languages. It then distinguishes between reflexive verbs, semi-reflexive verbs, and non-reflexive verbs, highlighting the greater frequency of reflexive verbs in German compared to English. This difference is identified as a key factor contributing to the hypothesized overuse of reflexive pronouns by German learners of English. The chapter also briefly mentions other uses of reflexive forms, such as intensifiers and middle voice constructions, but these are not the central focus of the study. The chapter concludes by reviewing existing research on language transfer in the acquisition of English reflexives, noting the conflicting findings regarding the extent of L1 influence on L2 errors.
Methodology: This chapter details the methodology employed in the study. It describes the selection of 30 German-speaking participants aged 20-25, who learned English at school but are not currently studying the language formally. Their years of English language exposure are detailed. The research instruments used—an Acceptability Judgement Test (AJT) and an elicitation task—are described, along with the pilot test conducted to ensure the consistency of these instruments. The chapter lays out the process of data collection and the characteristics of the participants, providing the foundation for interpreting the results presented in the subsequent chapters.
Schlüsselwörter (Keywords)
Language transfer, second language acquisition, reflexive pronouns, German, English, cross-linguistic influence, L1 interference, error analysis, acceptability judgement test, elicitation task, empirical research.
Frequently Asked Questions: A Comprehensive Language Preview
What is the topic of this study?
This study investigates the influence of the German first language (L1) on the acquisition of reflexive pronouns in English as a second language (L2). It specifically examines whether German learners overuse reflexive pronouns in English due to similarities between German and English reflexive structures (negative language transfer).
What are the key themes explored in this study?
Key themes include language transfer in second language acquisition, a cross-linguistic comparison of reflexive pronouns in German and English, the frequency and accuracy of reflexive pronoun use by L2 learners, the analysis of errors stemming from L1 interference, and the evaluation of research methods in language acquisition studies.
What is the main research question or objective?
The primary objective is to determine if German learners of English overuse reflexive pronouns because of similarities between German "sich-forms" and English "self-forms," a phenomenon known as negative language transfer.
What methodology was used in this study?
The study employed an Acceptability Judgement Test (AJT) and an elicitation task. These instruments were administered to 30 German L1 learners of English aged 20-25 who had learned English in school but were not actively studying it at the time of the study. A pilot test was conducted to ensure the reliability of the research instruments.
What are the key findings (briefly)?
Detailed results are not provided in this preview, however the introduction suggests that the study will analyze the frequency and accuracy of reflexive pronoun use by the participants. This analysis will determine the extent to which L1 interference contributes to errors in L2 English.
What is the structure of the document?
The document includes an introduction, theoretical background, methodology section, results section (not detailed in this preview), and discussion section (also not detailed in this preview). It also provides a table of contents and keywords.
What are the key chapters and their content?
The Introduction sets the stage by introducing the concept of language transfer and outlining the study's hypothesis and methodology. The Theoretical Background provides a detailed comparison of reflexive pronouns in German and English, highlighting key differences. The Methodology section describes the participant selection, research instruments, and data collection process. The Results and Discussion sections are summarized briefly, indicating the analysis of the data and the interpretation of the findings (details not included in the preview).
What are the keywords associated with this study?
Keywords include: Language transfer, second language acquisition, reflexive pronouns, German, English, cross-linguistic influence, L1 interference, error analysis, acceptability judgement test, elicitation task, empirical research.
Who is the intended audience?
The intended audience appears to be academic researchers and professionals in the field of second language acquisition (SLA), particularly those interested in language transfer and error analysis.
Where can I find the full study?
The full study is not available through this preview. Further information on accessing the complete document would need to be obtained from the publishing company.
- Quote paper
- Deborah Heinen (Author), 2016, Reflexive Pronouns. The Acquisition of “Self-Forms” by German Learners of English as L2, Munich, GRIN Verlag, https://www.grin.com/document/355629
