Negative Transfer

3156 Words Mar 3rd, 2013 13 Pages
Second Language Teaching and Learning

Negative Transfer of Pronunciation and the Polish Second Language Learner

MA Applied Linguistics and TESOL

Karolina Ciecwierz

Table of Contents
Negative Transfer of Pronunciation and the Polish Second Language learner

1. Introduction 3 2. Definition of Terms 3 ❑ Language acquisition ❑ Interlanguage ❑ Interference ❑ Fossilization

3. Language Transfer 4

❑ Positive Transfer ❑ Negative Transfer

4. Analysis of Polish learner errors caused by Negative 7 Language Transfer

❑ Reading ❑ Phonetic Errors ❑ Stress ❑ Juncture ❑ Vowels
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This promoted the Audio Lingual Method that was focused mainly on drilling and autonomous repetition. Errors were interpreted as an undesirable departure from the norm and an ‘imperfect product of perfect input.’
Selinker (1969) was one of the first who designed his studies to deal with language transfer. He asked few important questions: 1. What can be, or actually is, transferred? 2. How does language transfer occur? 3. What types of language transfer occur?

While Selinker found definite transfer effects on L2 development, and his transfer taxonomy (classifying effects as linguistic or psychological) seems definitive, Duly and Burt (1974) set up an alternative approach to Contrastive Analysis (the comparison of two or more languages), known as the L2=L1 hypothesis. Contrastive analyses were made to identify differences and similarities between languages, that would lead to a better understanding of potential problems that the learner of a second language would perhaps face. This divided transfer as a whole into ‘positive’ and ‘negative’ transfer. In Gass’ (1979) studies, she asks more questions. Her work shows that transfer takes place, and that, importantly, some aspects of the language are more likely to be transferred that the others.
Kellerman (1979) argues that there are some definite

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