Aug 2026· Journal of Contemporary Educational Research· 0 citations
Abstract
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.
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 study examines interlanguage interference within the context of foreign language education in Kazakhstan. Drawing on an analysis of pedagogical practices and statistical data, this study identifies the primary error types and methods for preventing interlanguage interference. Interlanguage interference occurs when learning Kazakh, Russian, and English within a trilingual education setting. Difficulties arise in phonetics, grammar, and lexis, manifesting as pronunciation errors (e.g., substituting/
θ
/ with/s/) and non-canonical word order. The lexical difficulties included the translator's “false friends.” To minimize interference, the study recommends exercises that facilitate explicit comparison of language structures and grammatical features. Systemic language teaching refers to a structured learning process in which the review of simple constructions gradually shifts to more complex ones. The cognitive-communicative approach is associated with caution due to the quasi-experimental design. A survey on the level of lexical skills development in the context of interlanguage interference, which was conducted on the basis of the Nazarbayev Intellectual School (116 people) and the Nurmakov specialized boarding school (146 people), indicated the following results: a high level of lexical skills—50%, a medium level of lexical skills—40%, and a low level of lexical skills—10%. Thus, the combination of systemic and cognitive-communicative approaches has reduced the impact of interlanguage interference in the study of Kazakh, Russian, and English.
Marina Knol, D. Assanova, G. Smagulova et al.· Frontiers in Education· 0 citations
Fundamental differences exist between the tense-aspect systems of English and Chinese: English primarily expresses temporal meanings through grammatical tense and verbal inflections, whereas Chinese lacks a grammaticalized tense system and relies mainly on aspect markers such as le, zhe, and guo, together with lexical and contextual cues. These differences make L1 transfer a key factor in Chinese learners' acquisition of English tense and aspect. Based on relevant empirical studies, this review examines how Chinese aspect markers influence the acquisition of English tense-aspect forms from the perspectives of language transfer and conceptual transfer. It focuses on the transfer effect of le, guo, and zhe on the past, perfect, and progressive forms. Existing research shows that L1 transfer involves both positive and negative effects, with negative transfer being more systematic, leading to errors such as tense confusion, missing subject–verb agreement, and misuse of non-finite verbs. This review further highlights the growing prominence of conceptual transfer perspectives and summarizes emerging research approaches, including neurolinguistic methods, longitudinal studies, and pedagogical interventions. The findings provide implications for language transfer theory and English tense-aspect teaching for Chinese-speaking learners.
Chen-chen Yang· Advances in Humanities Resea...· 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
In English classrooms of primary, secondary and tertiary education institutions in China, routine teaching is still largely conducted through text study and mechanical memorization. Authentic foreign language communication contexts are extremely scarce, which constitutes the core reason for the low English acquisition efficiency and weak practical application competence of Chinese learners. Most students have learned English for many years, yet the accumulated vocabulary and grammatical knowledge are mostly fragmented, failing to form a complete cognitive system for the second language. The solidified influence of native language thinking and the absence of daily language application scenarios both directly constrain the development of students' advanced language competence. The traditional cramming-based classroom model can hardly meet the requirements of the new curriculum standard for cultivating core English competencies. Second language acquisition (SLA) theory, as a core research area of cognitive linguistics, mainly comprises three key acquisition processes: language input, cognitive internalization and language output, which can provide solid theoretical support for English teaching reform in China. Against the research background of the non-immersive English teaching environment in China, this paper systematically sorts out the core connotations and pedagogical values of four major SLA theories, and summarizes the adaptive advantages and practical obstacles of the localized application of the theories based on the actual teaching status of front-line classrooms. From multiple perspectives including classroom model innovation, communication context construction, teaching system optimization and upgrading of students' learning strategies, this paper proposes practical improvement approaches adapted to local learning conditions. Based on the actual pain points of English teaching in China, this study promotes the implementation of SLA theory in classroom teaching and fills the gap in the connection between linguistic theory and teaching practice. The research findings can further improve the localized English teaching system, effectively enhance learners' SLA quality and cross-cultural communication competence, and boast sufficient academic reference value and classroom guiding significance.
Jia-Tong Xie· Academic Journal of Educatio...· 0 citations
Error correction is an essential component of English language teaching and plays an important role in second language acquisition. This article discusses the nature of learner errors, their causes, and the significance of corrective feedback in the process of language learning. The present study is based on the analysis and synthesis of the existing research in the fields of Second Language Acquisition (SLA) and English Language Teaching (ELT). Three broad groups of learner errors, grammatical, lexical, and pronunciation errors, are given special attention since they are frequently met with in classroom practice and may affect both accuracy and communicative effectiveness. The article also examines the main reasons for error production, namely, first language interference, overgeneralization of language rules, developmental processes, and performance-based slips. The analysis demonstrates that learner errors are not simply indicators of failure, but rather indicators of the ongoing language expansion and development of interlanguage competence. Furthermore, the study emphasizes the importance of selecting appropriate correction strategies based on the type and origin of the error and the objectives of a given learning activity. The results suggest that successful error correction requires a balanced approach that considers both accuracy and fluency. Appropriate corrective feedback supports language development, promotes communicative competence, and fosters a positive learning environment that encourages active learner participation.
B. Hulian· Scientific Journal of Poloni...· 0 citations
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