A Study of L1 Interference.pdfVIP

西松論談 第四期 A Study of L1 Interference in Chinese Senior High Students’ English Writing 黃加明 1 Introduction In this term paper, the author focuses on the learner errors resulting from L1(Chinese) interference in written production of L2(English). The author identifies some of the errors having to do with L1 interference and analyzes their possible causes in a hope to improve English writing instruction. 2 Review of Literature 2.1 Learner Language vs. L1 Interference. Ellis (1997) suggested that learner language serve as a useful way to investigate L2 acquisition. Learner language, linguistically speaking, refers to “the language that learner produce when they are called on to use an L2 in speech or writing.” Learner language may consist of errors, reflecting the gaps in a learner’s knowledge. Errors are systematic and predictable, resulting in the construction of some kind of rule, albeit a rule different from that of the target language. Some error are common in the speech of all L2 learners, such as errors of omission and over generalization; other errors, on the other hand, result from learners’ attempt to make use of their L1 knowledge. These kinds of errors are called transfer errors. 2.2 Interlanguage vs. L1 Interference Interlanguage, a term first coined by the American linguist, Larry Selinker, is an intermediate grammar, or linguistic system created by learners acquiring an L2. Interlanguage forms can be view as learner’s hypotheses about the L2 and are believed to be systematic and rule-governed (Park Riley, 2000; Hatch, 1983). - - 1 西松論談 第四期 Learners’ L1, or the first language, may influence the formation of interlanguage (Larsen-Freeman, Diane Michael H. Long, 1991). 2.3 L1 Interference in Second Language Learning It is maintained that L1 interference is one of the several sources of errors learners make (Krashen, Stephen, 1988). Of the research findings, first language knowledge in complex word order and in word-for-word