Language Tranfer

Transfer, Interference, and Overgeneralization
Human beings solve any new problem using whatever prior experiences they have had and whatever cognitive structures they possess to attempt a solution. In language learning process, three terms have commonly been singled out for explication: transfer, interference, and overgeneralization.
Tranfer is a general term describing the carryover ofprevious performance. Positive transfer occur when the prior knowledge benefits the learning task. Negative transfer occurs when the prior knowledge disrupts the performance in a second tasks.
Interference is the effect of the native language on the target language. It is the most immediately noticeable source of error among second language learners. Sometimes the native language is negativelytransferred, and we say then that interference has occurred.
To generalize means to infer or derive a law, rule or conclusion, usually through the observation of particular instances. Overgeneralization is the process that occurs as the second language learner acts within the target language, generalizing a particular rule or item in the second language irrespective of the native language.
Some peoplethink that there are only two processes of second language acquisition: interference and overgeneralization. But this is a misconception. First , interference and overgeneralization are the negative counterparts of the facilitating processes of transfer and generalization. Interference of the first language in the second is simply a form of generalizing that takes prior first language experiencesand applies them incorrectly. Overgeneralization is the incorrect application, negative transfer, of previously learned second language material to a present second language context. All generalizing involves transfer, and all transfer, and all transfer involves generalizing.
Inductive and Deductive Reasoning
Both are polar aspects of the generalization process. Inductive reasoning stores anumber of specific instances and induces a general law or rule or conclusion. Deductive reasoning is a movement from a generalization to specific instances.
Classroom learning tends to rely more than it should on deductive reasoning. Both inductively and deductively oriented teaching methods can be effective, depending on the goals and contexts of a particular language teaching situation.
Peterspointed out that we are inclined, to assume that a child´s linguistic development proceeds from the parts to the whole. Children first learn sounds, then words, then sentences, and so forth. However, Peters manifested a number of “Gestalts” characteristics, perceiving the whole before the parts.
Intelligence and Second Language Learning
Tradionally, intelligence is defined and measured in termsof linguistic and logical mathematical abilities.
Howard Gardner advanced a controversial theory of intelligence that blows apart our traditional thoughts about IQ. Gardner describes seven different forms of knowing which give us a much more comprehensive picture of intelligence.
1- Linguistic
2- Logical- mathematical
3- Spatial intelligence (the ability to find your way around an environment,to form mental images of reality, and to transform them readily)
4- Musical intelligence (the ability to perceive and create pitch and rhythmic patterns)
5- Bodily- kinesthetic intelligence (fine motor movement, athletic prowess)
6- Interpersonal intelligence (the ability to understand others, how they feel, what motivates them, how they interact with one another)
7- Intrapersonalintelligence (the ability to see oneself, to develop a sense of self identity)
Sternberg says there are three types of “smartness” :
a) Componential ability for analytical thinking.
b) Experiential ability to engage in creative thinking, combining disparate experiences in insightful ways.
c) Contextual ability “street smartness” that enables people to “play the game” of manipulating their environment....