Abstract
Abstract
 The phenomenon of language transfer in SLA learning and use is perennial and cannot be silenced easily. In L2 writing, the phenomenon is found to affect the written products sound nonnative and, even ambiguous. It is thought that the transfer occurs at the conceptual and structural level of language use. The present paper examines Kurdish EFL learners’ writing aiming at identifying transfer types, particularly, the negative transfer. To this end, 20 university level English major students argumentative writing are analyzed focusing on the conjuncts and adjuncts to find out any track of L1 concepts. The logical clause relationship of cause-effect was the area of focus. The results of the study showed that L1 concepts have been used in forming the relations between sentences and clauses spelt out by lexical signals of sentence connectors and subordinators. It is also found that L1 concepts transferred into L2 writing. The insights gained from the results of the study reveal that there is a problem, especially the negative influence of L1, which needs to be attended.
Highlights
The inßuence of the Þrst language in learning and use of another language has long been the area of concern for Second Language Acquisition (SLA) researchers, Applied Linguists and language educators (Odlin, 1989, 2016; Jarvis, 2007, 2012, 2016; Jarvis, & Pavlenko, 2008)
The inßuence, which is known as Language Transfer (LT) or Cross Linguistic Inßuence (CLI), refers to the role of the native language in learning and use of another language, be it negative or positive
Participants In the study, data was collected from 52 participants: three different groups of Kurdish[1] Learners of English (KLEs) (20), Kurdish Native Speakers (KNSs) (16) and English Native Speakers (ENSs) (16)
Summary
The inßuence of the Þrst language in learning and use of another language has long been the area of concern for Second Language Acquisition (SLA) researchers, Applied Linguists and language educators (Odlin, 1989, 2016; Jarvis, 2007, 2012, 2016; Jarvis, & Pavlenko, 2008). 107) stated that “Past research has demonstrated that CLI affects almost all areas of linguistic and communicative competence including the lexicon, syntactic constructions, text cohesion and conceptual knowledge. Studies conÞrmed that some independent variables affect LT Among these variables are learners’ language level, age, learning context, the similarities and differences. CLI or LT refers to the inßuence of previously acquired language knowledge on learning and use of another language. 44) states that conceptual transfer “can be characterized as the hypothesis that certain instances of crosslinguistic inßuence in a person’s use of one language originate from the conceptual knowledge and patterns of thought that the person has acquired as a speaker of another language.”. Jarvis and Pavlenko (2008, p. 115) deÞne it as “the effects of one language on the verbalization of thoughts in another.” As a theoretical construct, Jarvis (2007, p. 44) states that conceptual transfer “can be characterized as the hypothesis that certain instances of crosslinguistic inßuence in a person’s use of one language originate from the conceptual knowledge and patterns of thought that the person has acquired as a speaker of another language.” In case of a Finn when using the word jar to refer to a tin can, the inßuence from Finnish is likely to be largely conceptual “because Finnish speakers seem to mentally categorize jars and cans as being members of the same category regardless of whether they are made out of glass, porcelain, plastic, or metal,” Jarvis and Pavlenko (2008, p. 76)
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