Aug 2026· Language, Interaction and Acquisition· Vol 17, pp. 15-41· 0 citations· 33 references
Abstract
This study investigates how French secondary school learners of English
as a Foreign Language (EFL)(14 year-olds, levels A1+ to B1+) develop the ability to refer to
the past during social interactions. Based on a corpus of video-recorded peer
interactions, our cross-sectional study integrates tools from an enunciative theory
(theory of predicative and enunciation operations) and conversation analysis for second
language acquisition. We identified key stages in the acquisition of past tense forms,
from reliance on adverbials and verb stems to the use of more complex past verb forms. Our
findings align with Klein and Perdue’s Basic Variety concept (
1997
), suggesting a ‘natural’ interlanguage development, even in
tutored settings where a different linguistic progression is implemented in the programme
of instruction. By valuing learner productions and focusing on interactional dynamics, our
research highlights the natural progression in EFL learners’ use of various forms when
referring to the past, contributing to a deeper understanding of their linguistic
development and providing empirical support for the view that grammar emerges from social
interaction.
This study examines adult learners’ written output of Spanish as a second language (L2), focusing on grammatical density, morphosyntactic complexity, and the correlation between the output and cognitive processing requirement. It employs a multilayered corpus that comprises a more reduced L2 learner corpus, a controlled Spanish baseline corpus and a larger global Spanish reference corpus. This allows descriptive as well as inferential analysis between various levels of proficiency, first-language status, task type, years of education, stay length in a non-native country, and first-exposure age. The findings display that adults’ written production in L2 is fairly high in grammatical density, reflecting a high dependence on explicit morphosyntactic encoding. This grammatical density improves with proficiency, showing structural integration and syntactic embedding at higher proficiency levels. There is consistent variation among L1 groups, which indicates the influence of typological transfer. The type of task constitutes a major factor in linguistic production: more restrictive prompts are more likely to produce a homogeneous pattern of structure, and more open tasks produce more variability. Long-form training, coupled with immersion, is linked to a greater density of grammatical structure and greater target-like organization. Theoretically, the research demonstrates that well-filtered and size-controlled corpora can yield sound and repeatable results regarding morphosyntactic change during adult L2 writing. Its implications include the design of curriculum and the task-sensitive evaluation and planning of instructions, and they add to the corpus-based methods of research in second language acquisition.
Unknown authors· Journal of Language Teaching...· 0 citations
The challenges faced by students learning English as a second language have persisted throughout history and will continue to do so in the future. Because of this, it becomes essential to shed light on the issues and difficulties that students encounter, particularly the impact of their home tongue, "Arabic language." The author of this study aims to review the literature on how mother tongue influences English language acquisition. The author begins the conversation by providing a conceptual explanation of behaviorism theory using the Contrastive Analysis Hypothesis (CAH), a structural approach to second language learning that shares behaviorists' viewpoint. Next, a potent theory that explains the majority of L2 errors is discussed in order to understand second language faults. The five causes of interlanguage as well as Selinker's interlanguage theory are examined. Next, keep an eye on Krashen's model theory and discuss all five of its hypotheses. Additionally, a thorough explanation of the idea of second language learning and acquisition for Krashen. The approach utilized to comprehend these challenges is then presented in the study. Qualitative methods were employed for data gathering in order to determine the primary issues and challenges that Libyan student had when learning English as a second language. The author concluded by presenting and analyzing the results. This work is significant and may be valuable to scholars interested in this field as well as to all English learners, students, and teachers. According to the study, it is essential to comprehend both SLA and SLL second language acquisition theories of acquisition to comprehend all the obstacles and problems that second language learners have because of the influence of their mother tongue.
Asma Omar Ben khayal· Al-imad Journal of Humanitie...· 0 citations
Longitudinal studies conducted within the ESF project in the 1980s revealed recurrent interlanguage stages
developed by learners of different L2s and with different L1s, where similar morphological categories and syntactic properties
emerged gradually and consistently, regardless of learners’ L1, age, or acquisition context, albeit at varying paces. A Basic
Variety (BV) has been identified as an initial stage of such a developmental path: a simplified, structurally reduced linguistic
system typically characterized by the absence of inflectional morphology and a pragmatic-semantic organization of utterances.
This study investigates whether the concept of BV applies to untutored Spanish-speaking learners of Italian,
analysing spontaneous and semi-spontaneous oral productions collected from recently arrived learners through a community-based
data collection approach. It specifically focuses on forms and functions of verbal morphology: the early emergence of hybrid forms
with functional value may indicate a possible phonological/morphological restructuring process originating from the source
language. The use of a BV in such a context appears as an additional resource in cases of communicative breakdown.
C. Andorno, P. Della Putta· Language, Interaction and Ac...· 1 citation
The analysis shows that most mismatches follow a recurring pattern in which a French passé composé reporting the students’ own methods, results, or attribution to prior research is rendered in the English present tense, blurring the distinction between the students’ specific findings and established disciplinary knowledge.
Kaoutar Atarchi, Abdelkrim Elamari, Mohamed Marouane· International Journal of Lin...· 0 citations
This study evaluates the effect of native language interference implementing Telugu as native in the learning and proficiency with English language of eighth-grade learners in an Indian multi-lingual setting. The study seeks to investigate how first language (L1) structures disrupt second language (L2) acquisition, including speaking ability and its impact on reading comprehension. Based on both quantitative (regression analysis) and qualitative (classroom observation and surveys) methods, the research demonstrates a strong negative correlation between code-mixed speech patterns that are Telugu-influenced and English reading efficiency. The results indicate that phonetic, grammatical, and lexical variations between English and Telugu are responsible for consistent errors in English use and that code-mixing is a habitual but productive strategy. The research highlights the necessity of pedagogical interventions like contrastive grammar teaching, phonological training, and vocabulary building to counter L1 interference. The findings make a contribution to the wider body of second language acquisition and provide practical recommendations for enhancing English teaching in native language dominant contexts.
B. Rao, N. Benny· RESEARCH REVIEW Internationa...· 0 citations
This paper explores the function and influence of L1 transfer in second language acquisition, with a specific focus on English learning within the Chinese context. Language transfer acts as a dual force in the learning process; while inter-lingual commonalities rooted in universal grammar can facilitate positive transfer and boost learner confidence, the structural and conceptual differences between languages often trigger negative transfer, leading to language errors and learning difficulties. Focusing on English writing instruction, this study demonstrates that the tracks of L1 negative transfer are highly conspicuous across vocabulary, grammar, and cultural thinking dimensions. Specifically, students frequently misapply word forms due to differences in plural concepts, omit necessary subjects because of the distinct subject-predicate relations in Chinese, and produce rigid “Chinglish” expressions by directly applying native thinking habits to English sentence building. To address these issues, the paper suggests that teachers should provide targeted guidance—such as analyzing typical mistakes, contrasting sentence patterns, and cultivating target-language thinking—to effectively minimize the negative interference of the mother tongue and progressively improve students’ comprehensive writing literacy.
Xiao-Qi He· Journal of Contemporary Educ...· 0 citations
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