Crosslinguistic influence Sample Clauses

Crosslinguistic influence. Crosslinguistic influence describes how an individual's knowledge of one language affects knowledge of another language (Xxxxxx et al., 2021, 2). As mentioned above, transfer occurs between all languages possessed by a person, not only from the native language toward the L2 or other acquired languages (Ln). In practice, CLI can be observed when a linguistic phenomenon is produced in one of the bilingual's languages that cannot be observed in a monolingual's production of the same language. Furthermore, CLI may be in effect when there are quantitative differences in monolingual and bilingual speakers of a language that can be attributed to another language possessed by the bilingual (Serratrice, 2013, 4). In this sense, differences between a learner's possessed languages may be a source of error, while similarities in these languages may facilitate acquisition. Much of CLI research focuses on investigating which linguistic domains are more susceptible to transfer, recognizing frequent transfer patterns within specific combinations of languages, and which external and internal factors reinforce or limit CLI. An example is Xxxxxx'x (2021) study that investigated CLI in bilinguals speaking Jamaican-creole and Jamaican-English, explicitly focusing on verb-tense, agreement, and copula use, while also exploring how this transfer was affected by factors like motivation and age of arrival (19). Analyzing CLI is made challenging by the overwhelming number of variables that must be accounted for during research; however, some models attempt to illustrate general principles of transfer. These usually discuss whether transfer happens wholesale from one language to another or whether transfer takes effect feature-by-feature, i.e., from one specific linguistic feature to another (Xxxxxx et al., 2019, 1412). Transfer can elicit or inhibit target-like language production in the language learner, respectively, known as positive transfer or facilitation and negative transfer or interference. If one assumes that an L2 language learner's L1 is the basis or initial stages of their L2 acquisition – a model proposed in Xxxxxxxx & Xxxxxxx (1996) called Full Transfer/Full Access (Xxxxxxxx & Xxxxxxx, 1996, 41), these transfer phenomena are bound to occur. According to this model, the learner's interlanguage is constrained by the L1 (Garshol, 2018, 12) and subsequently the source for facilitation or interference in L2 production. Using this model, linguistic phenomena that are dissim...
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