tailieunhanh - Spanish-English Writing Structure Interferences in Second Language Learners

In the second stage, we looked at cross-language correlations, first over a 1-year time period and then over a 2-year time period. Over a 1-year time period, Spanish performance at the end of second grade had a modest relationship to English performance at the end of third grade on the phonemic segmentation, word, and pseudoword tasks. Performance on the Spanish letter identification task at the end of second grade was positively related to English performance on the same task at the end of third grade, but only for the group of children instructed in Spanish only. Over. | Gist Education and Learning Research Journal. ISSN 1692-5777. No. 5 NOVEMBER 2011. pp. 158-179 Spanish-English Writing Structure Interferences in Second Language Learners1 Julio Lorenzo Lopez Urdaneta2 Institución Universitaria Colombo Americana - ÚNICA Colombia Abstract Previous studies have drawn some results concerning the way in which second language L2 students use their first language L1 when producing texts in their L2. Therefore this study examines the influence L1 written structure has on L2 written structure when students are asked to carry out assignments in the L2. To answer this question twenty four students of the first semester at UNICA University were asked to write some papers in English during the semester. The results of this study indicated that the influence of L1 Spanish can definitely hinder the writing processes in L2. In addition four basic mistakes in student papers were found to be a direct influence from L1 to L2 writing word order missing the verb be implicit subject and the incorrect use of the article the. Those mistakes emerged mostly due to the influence of their native language and also the lack of knowledge about the second language. Keywords second language acquisition second language learning bilingual education Resumen Estudios previos han arrojado algunos resultados con respecto a la forma en la cual los estudiantes de segunda lengua L2 usan la primera L1 en la producción de textos. A partir de esto el presente estudio analiza la influencia que la expresión escrita en lengua materna ejerce sobre la estructura escrita en la lengua extranjera cuando se les solicita a los estudiantes presentar trabajos escritos en ésta. Para responder a este interrogante se le solicitó a 24 estudiantes de primer semestre de ÚNICA Universidad Colombo Americana escribir algunos textos en inglés durante el semestre. Los resultados de este estudio indicaron que la influencia de la primera lengua L1 puede entorpecer en gran 158 medida el proceso de .

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