»‫«زبان بینابینی‬

‫جلسه سوم‬
By Ehsan Zolfaghari
Zolfaghari34@gmail.com
 Language Transfer in SLA

Language transfer in Second Language Acquisition (SLA) refers to the

influence of a learner’s native language (L1) on the acquisition of a second
language (L2). It can be either positive (facilitating learning) or negative
(hindering learning), depending on the similarities and differences between
the two languages. This phenomenon plays a crucial role in SLA theories and
has been extensively studied in psycholinguistics and applied linguistics.
 Positive Transfer in Second Language Acquisition (SLA)

Positive transfer, also called facilitation, occurs

when similarities between a learner's first
language (L1) and second language (L2) make
learning easier. When structures, vocabulary,
pronunciation, or other linguistic features overlap,
learners can apply their knowledge from L1 to L2
without making errors.
 Types of Positive Transfer

● 1. Lexical Transfer (Vocabulary and Meaning)

If words in L1 and L2 share similar meanings and forms, they are easier to
learn. Example: An English speaker learning Spanish benefits from cognates
like family and familia, or radio and radio.

● 2. Phonological Transfer (Pronunciation)

If L1 and L2 have similar sounds, pronunciation is easier. Example: French
and Spanish both have nasalized vowels, which can help a native French
speaker pronounce Spanish words more accurately.
 Examples of Lexical Transfer (Vocabulary and Meaning)

❖ English & Persian (Loanwords): Many English words are

borrowed from Persian, making it easier for Persian speakers
to recognize and use them in L2.
✓ Pardis ( → ) Paradise (same meaning in English)
✓ Bazaar ( → ) Bazaar (same meaning in English)

❖ Persian & French (Loanwords via Cultural Influence):

French has historically influenced Persian, leading to many
borrowed words.
✓ Télévision
✓ Restaurant
 Examples of Phonological Transfer (Pronunciation)

❖ Persian & Arabic (Common Sounds)

✓ Persian has the Arabic ‫ ق‬/q/ sound, making it easier for
Persian speakers to pronounce Qatar correctly, unlike English
speakers who approximate it as /k/.
✓ Persian speakers also use the ‫ ح‬/h/ sound naturally, which is
difficult for English or French speakers.

❖ Persian & Spanish (Rolled 'R')

✓ Persian speakers can easily pronounce the Spanish rolled r
(e.g., perro = dog), while English speakers often struggle with
this.
 Types of Positive Transfer

● 3. Morphological Transfer (Word Formation)

If L1 and L2 use similar patterns for word formation, it aids learning.
Example: English and German both use prefixes like un- for negation
(unhappy in English, unglücklich in German).

● 4. Syntactic Transfer (Grammar and Sentence Structure)

When sentence structures in L1 and L2 are similar, learners can form correct
sentences more easily. Example: French and Italian follow Subject-Verb-
Object (SVO) word order, making it easier for French speakers to construct
Italian sentences.
 Examples of Morphological Transfer (Vocabulary and Meaning)

❖ Persian & Arabic (Root-Based Word Formation)

● Persian speakers learning Arabic can easily recognize how roots form
different words:
✓
َ ‫ → َک َتب‬he wrote
✓ ‫ → ِک تاب‬book
✓ ‫ → مََََب‬school

● Why This Helps:

➢ Learners can guess meanings of unfamiliar words.
➢ Reduces the effort needed to memorize word forms.
 Examples of Syntactic Transfer (Grammar & Sentence Structure)

❖ Persian & French (Adjective Placement Similarities)

● In Persian and French, some adjectives come after the noun:
✓ ‫ → خان ه‌ی‌ب زرگ‬big house
✓ Maison grande (big house in French)

● Why This Helps:

➢ Learners instinctively apply familiar grammatical rules
correctly.
➢ Speeds up sentence formation in L2.
 Types of Positive Transfer

● 5. Pragmatic Transfer (Communication Style)

If L1 and L2 have similar social norms for communication, learners can apply
their knowledge successfully. Example: English and Dutch speakers both use
direct speech patterns, making it easier for Dutch learners to understand
English conversation norms.
 Examples of Pragmatic Transfer (Cultural & Social Norms)

❖ Persian & French (Politeness and Formality)

● Persian and French both use formal vs. informal pronouns
for politeness:
✓ Tu (informal) / Vous (formal) in French.

❖ Persian & English (Indirect Speech in Politeness)

● Persian speakers naturally use indirect speech for politeness,
similar to English:
✓ “Could you please close the window?”
✓ Instead of direct "Close the window!" in both languages.
Therefore,

Positive transfer is an essential advantage in language learning, allowing

learners to use what they already know in their L1 to make L2 acquisition
easier. Persian speakers can benefit from transfer in multiple areas, including
vocabulary, pronunciation, grammar, and even cultural communication styles.
Recognizing these similarities helps learners feel more confident and
accelerate their fluency in a second language.
 Negative Transfer in Second Language Acquisition (SLA)

Negative transfer, also known as interference,

occurs when a learner applies rules, structures, or
patterns from their first language (L1) to a second
language (L2), but these rules do not work correctly
in L2. This leads to errors in pronunciation,
grammar, vocabulary, and even cultural
communication.
 Types of Negative Transfer

● 1. Lexical Transfer (Vocabulary and Meaning Errors)

This happens when a learner assumes that a word in L1 has the same meaning
or usage in L2, leading to false friends (words that look similar but have
different meanings).

● 2. Phonological Transfer (Pronunciation Errors)

Negative transfer in pronunciation occurs when L1 influences the way L2
sounds are produced, leading to an accent or incorrect pronunciation.
 Examples of Lexical Transfer (Vocabulary and Meaning Errors)

❖ Persian & English (False Friends)

✓ ‫ شان س‬in Persian means luck, but in English, chance
means possibility, not necessarily good luck.

❖ French & English (False Friends)

✓ Actual in English means real, while actuel in French means
current.

❖ Spanish & English (False Friends)

✓ Embarazada in Spanish means pregnant, but looks like
embarrassed in English.
 Examples of Phonological Transfer (Pronunciation Errors)

❖ French & English (Phonetic Differences)

✓ French speakers often pronounce “this” as “zis” because
French lacks the /ð/ (Eth) sound.

❖ Japanese & English (Phonetic Differences)

✓ Japanese speakers often confuse r and l, so “rice” and
“lice” sound the same.
 Types of Negative Transfer

● 3. Morphological Transfer (Word Formation Errors)

Negative transfer in morphology happens when L1 and L2 form words
differently, leading to incorrect usage in L2.

● 4. Syntactic Transfer (Sentence Structure Errors)

Negative syntactic transfer happens when learners use L1 sentence structures
in L2, leading to ungrammatical or unnatural sentences.
Examples of Morphological Transfer (Word Formation Errors)

❖ French & English (Word Formation Errors)

✓ French speakers might say "I am boring" instead of "I am
bored" because French uses ennuyé (which looks like
"boring").

❖ Persian & English (Verb Inflection Errors)

Persian verbs do not change based on the subject (I, you,
he/she/it), so Persian speakers might say:
✓ He go to school." instead of "He goes to school."
 Types of Negative Transfer

● 5. Pragmatic Transfer (Cultural & Social Communication Errors)

This occurs when cultural norms of communication from L1 do not align with
those in L2, leading to misunderstandings.

● Persian & English (Formality & Indirectness): Persian

speakers use highly formal speech in polite situations, but
English is more direct.
✓ Persian: “Excuse me, would you kindly be able to tell me
what time it is?”
✓ English: “Do you have the time?”
Therefore,

Negative transfer is a natural part of language learning, but understanding

where and why it happens can help learners improve faster. Whether in
pronunciation, vocabulary, grammar, or pragmatics, being aware of L1
influences allows for more accurate and fluent L2 usage.
 How to Overcome Negative Transfer

a) Increase Awareness – Learn about common transfer errors in your L1-L2

combination.
b) Practice with Native Speakers – This helps learners adopt correct
pronunciation and sentence structures.
c) Contrastive Analysis – Compare L1 and L2 systematically to identify
differences.
d) Explicit Feedback – Teachers should correct errors caused by negative
transfer.
e) Immersion – More exposure to L2 helps override L1 habits.
Bidirectional Transfer in Second Language Acquisition (SLA)

So far, we have explored positive transfer (when L1 helps L2) and negative
transfer (when L1 interferes with L2). However, transfer is not always one-
directional. It can happen in both directions, meaning that L1 can influence
L2, and L2 can influence L1.

❖ 1. Forward Transfer (L1 → L2)

❖ 2. Reverse Transfer (L2 → L1)
❖ 3. Lateral Transfer (L2 → L3)
❖ 4. Cognitive and Conceptual Transfer
❖ 5. Avoidance Due to Transfer
Bidirectional Transfer in Second Language Acquisition (SLA)

Language transfer is a complex, bidirectional process that affects all aspects of

learning: vocabulary, grammar, pronunciation, pragmatics, and even cognition.
While forward transfer (L1 → L2) is common, reverse transfer (L2 → L1)
happens when L2 becomes dominant. Lateral transfer (L2 → L3) shows
how learning one foreign language influences another. Recognizing these
transfer effects helps learners avoid mistakes, improve fluency, and become
more aware of how languages interact in the brain.
Several factors determine the extent and nature of transfer in SLA:

❑ Linguistic Distance: The more structurally similar L1 and L2 are, the

higher the chance of positive transfer. For example, a German speaker
learning Dutch may find it easier than a Mandarin speaker learning Dutch.

❑ L2 Proficiency: Beginners rely more on their L1, leading to increased

transfer effects. Advanced learners develop a more independent linguistic
system and experience less interference.
Several factors determine the extent and nature of transfer in SLA:

❑ Age and Critical Period: Younger learners may experience less explicit
transfer due to their ability to acquire languages more naturally, whereas
older learners often rely on L1 rules to understand L2.

❑ Metalinguistic Awareness: Learners with a strong understanding of

linguistic structures in both languages are better at distinguishing when to
apply L1 rules to L2 and when not to.
Several factors determine the extent and nature of transfer in SLA:

❑ Learning Environment: Formal instruction can either reduce or increase

transfer effects. A classroom setting may emphasize contrasts between L1
and L2, while immersion environments might encourage learners to
suppress L1 influence.

❑ Cognitive and Social Factors: Motivation, exposure, and attitudes toward

both languages affect transfer. A learner who values their native language
highly may resist adopting L2 structures fully.
In conclusion,

Language transfer is a fundamental process in SLA, shaping how learners

acquire and use an L2. While early theories overemphasized its role, modern
research highlights its complex and dynamic nature. A nuanced understanding
of transfer helps educators and learners navigate L2 acquisition more
effectively, leveraging positive transfer while mitigating negative interference.