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.
Table of Contents
1. Introduction
2. Theoretical background
3. Methodology
4. Results
5. Discussion
6. Conclusion
Research Objectives and Topics
The study investigates whether German learners of English as a second language (L2) recognize the functional differences between English "self-forms" and German "sich-forms." The central research question explores whether the formal similarity between these reflexive pronouns leads to negative language transfer, causing learners to overuse reflexive pronouns in English where they are grammatically unnecessary.
- Analysis of cross-linguistic influence (language transfer) between German and English.
- Examination of the frequency and correct usage of reflexive pronouns by L2 learners.
- Evaluation of indirect knowledge via an Acceptability Judgement Test (AJT).
- Testing of direct knowledge through an elicitation task.
- Correlation between learners' instructional background/exposure and linguistic performance.
Excerpt from the Book
1. Introduction
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.
Summary of Chapters
1. Introduction: This chapter outlines the research problem, introduces the concept of language transfer, and states the hypothesis that German learners tend to overuse reflexive pronouns in English.
2. Theoretical background: The chapter defines reflexive pronouns in both languages and highlights the formal differences, providing a basis for why interference might occur.
3. Methodology: This section details the participant group of 30 learners and explains the two-part testing procedure consisting of an Acceptability Judgement Test and an elicitation task.
4. Results: The chapter presents the empirical findings from both tests, showing how informants performed on grammatically correct and incorrect sentences.
5. Discussion: The results are interpreted in the context of the hypothesis, suggesting that participants indeed exhibit a tendency towards negative language transfer due to L1 influence.
6. Conclusion: This final chapter summarizes the main insights, acknowledges limitations regarding the small data set, and suggests directions for future linguistic research.
Keywords
Language transfer, Second language acquisition, Reflexive pronouns, Self-forms, Sich-forms, English, German, Acceptability Judgement Test, Elicitation task, Cross-linguistic influence, L2 learners, Linguistic errors, Morphology, Syntax, Interlanguage.
Frequently Asked Questions
What is the core subject of this research paper?
The paper examines the impact of prior linguistic knowledge on the acquisition of English reflexive pronouns by native German speakers.
What are the primary thematic areas covered?
The study focuses on the comparison between English "self-forms" and German "sich-forms," the concept of negative language transfer, and the syntactic acquisition of L2 English.
What is the main objective or research question?
The primary objective is to determine if German learners of English recognize the functional differences between English and German reflexive pronouns and whether they tend to over-use them in English due to L1 interference.
Which scientific methods were employed for data collection?
The author used a two-part research design consisting of an Acceptability Judgement Test (AJT) to assess indirect knowledge and an elicitation task to test direct knowledge.
What topics are discussed in the main body?
The main body covers the linguistic definitions of reflexivity in both languages, a review of existing studies on language transfer, the methodology of the experiment, and a detailed analysis of the collected test results.
Which keywords best characterize the study?
Key terms include language transfer, reflexive pronouns, L2 acquisition, interlanguage, and cross-linguistic influence.
Does the study confirm that language transfer is the sole cause of errors?
No, the study concludes that while language transfer is a likely explanation for the patterns observed, the results are partially ambiguous and causative links to exposure or instruction duration cannot be definitively proven.
Why was the elicitation task considered particularly informative?
The elicitation task was highly revealing because it showed that participants frequently inserted reflexive pronouns into English sentences where a simple non-reflexive verb was required, mirroring German grammatical structures.
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- Deborah Heinen (Autor), 2016, Reflexive Pronouns. The Acquisition of “Self-Forms” by German Learners of English as L2, Múnich, GRIN Verlag, https://www.grin.com/document/355629
