Cross-Linguistic Influence: Its Impact on L2 English Collocation Production

Autor/in	Phoocharoensil, Supakorn
Titel	Cross-Linguistic Influence: Its Impact on L2 English Collocation Production
Quelle	In: English Language Teaching, 6 (2013) 1, S.1-10 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Second Language Learning; Language Proficiency; English (Second Language); Phrase Structure; Native Language; Foreign Countries; Learning Strategies; Transfer of Training; Form Classes (Languages); Language Usage; Grammar; Thai; Interference (Language); College Students; College Entrance Examinations; Language Tests; Scores; Statistical Analysis; Qualitative Research; Thailand + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Phrasenstruktur; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Training; Transfer; Ausbildung; Analytischer Sprachbau; Sprachgebrauch; Grammatik; Collegestudent; Aufnahmeprüfung; Language test; Sprachtest; Statistische Analyse; Qualitative Forschung
Abstract	This research study investigated the influence of learners' mother tongue on their acquisition of English collocations. Having drawn the linguistic data from two groups of Thai EFL learners differing in English proficiency level, the researcher found that the native language (L1) plays a significant role in the participants' collocation learning as it is regarded as a primary learning strategy on which they depend. Such L1 transfer seems to lead the learners to a number of collocational problems in the target language (TL), e.g. preposition omission, preposition insertion, non-targetlike word choice, and collocate redundancy. It was discovered that high-proficiency learners relied heavily upon their L1, a behavior claimed to be characteristic of those with limited TL knowledge (Ellis, 2008; Odlin, 1989). That the L1 evidently has a great impact on high-proficiency learners' use of English collocations found support for some past studies (e.g. Boonyasaquan, 2006; Koya, 2003). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01