Connected Speech

July, 2012

PHONOLOGICAL PROCESSES IN CONNECTED SPEECH

PART III

RESEARCHER:

* Arias Anita
* Criollo Paola
* Fustillos Marco
* Sánchez Alexandra
* Troya López
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PHONOLOGICAL PROCESSES IN CONNECTED SPEECH 1
PART III 1
TRANSFER 3
POSITIVE AND NEGATIVE TRANSFER 3
CONSCIOUS AND UNCONSCIOUS TRANSFER 4
BROADER EFFECTS OF LANGUAGETRANSFER 5
LINGUISTIC TRANSFER 5
PHONEMIC TRANSFER 6
COMMUNICATION STRATEGIES 8
PERFORMANCE ERRORS 8
PRONUNCIATION 9
INTELLIGIBILITY 9
MOTIVATION FOR LEARNING 10
OPPORTUNITIES FOR LEARNING 10
COMMUNICATIVE NEED FOR A SECOND LANGUAGE 10
THE NATURE OF NONNATIVE SPEAKER KNOWLEDGE 11
THE FACTORS THAT INFLUENCE THE ACQUISITION OF A SECOND LANGUAGE 11
READING IN A FOREIGN LANGUAGE: 14A READING PROBLEM OR A LANGUAGE PROBLEM? 14
WHAT IS READING COMPREHENSION? 15
ERRORS MAKE BY SECOND LANGUAGES LEARNERS 16

TRANSFER

Learning a second language constitutes a very different task from learning the first language. The basic problems arise not out of any essential difficulty in the features of the new language themselves but primarily out of the special “set” created by thefirst language habits, that’s why individuals tend to transfer the forms and meanings, and the distribution of forms and meanings of their native language and culture to the foreign language and culture both productively when attempting to speak the language and to act in the culture and receptively when attempting to grasp and understand the language and the culture as practiced by thenatives.
Transfer appears individually in the minds of people who face more than one language here is stored as linguistic units and behold face different types of interference. Hence the importance of using the arduous task of comparing the languages ​​concerned: the mother tongue and foreign.
Language transfer is also known as L1 interference, linguistic interference, and cross-meaning, it refers tospeakers or writers applying knowledge from their native language to a second language. It is most commonly discussed in the context of English language learning and teaching, but it can occur in any situation when someone does not have a native-level command of a language, as when translating into a second language.

POSITIVE AND NEGATIVE TRANSFER

When the relevant unit or structure of bothlanguages is the same, linguistic interference can result in correct language production called positive transfer — "correct" meaning in line with most native speakers' notions of acceptability. An example is the use of cognates. Note, however, that language interference is most often discussed as a source of errors known as negative transfer. Negative transfer occurs when speakers and writerstransfer items and structures that are not the same in both languages. Within the theory of contrastive analysis (the systematic study of a pair of languages with a view to identifying their structural differences and similarities), the greater the differences between the two languages, the more negative transfer can be expected.
The results of positive transfer go largely unnoticed, and thus areless often discussed. Nonetheless, such results can have a large effect. Generally speaking, the more similar the two languages are, and the more the learner is aware of the relation between them, the more positive transfer will occur. For example, an Anglophone learner of German may correctly guess an item of German vocabulary from its English counterpart, but word order and collocation are morelikely to differ, as will connotations. Such an approach has the disadvantage of making the learner more subject to the influence of "false friends".

CONSCIOUS AND UNCONSCIOUS TRANSFER

Transfer may be conscious or unconscious. Consciously, learners or unskilled translators may sometimes guess when producing speech or text in a second language because they have not learned or have forgotten...