Language Transfer

WRITTEN BY

FAJAR AMINULLAH

Submitted to fulfill the asssignment of SLA Subject

MASTER OF ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS TANJUNGPURA
PONTIANAK
2018
 Language Transfer

1. Introduction

In the process of learning a second language, the role of first language has been debated

for years. Its importance in second language (L2) learning has also been reassessed. Linguists

have realized that the First Language is the starting point mainly because it constituted the first

attempt to provide an explanation for L2 acquisition (Ellis, 1994).

2. Defining Language Transfer

Transfer from the native language was, thus, considered as a form of influence of L1

habits on L2 learning. Language transfer (also known as L1 interference, linguistic

interference, and cross meaning) refers to speakers or writers applying knowledge from their

native language to second language. Dulay et al (1982) define interference as the automatic

transfer, due to habit, of the surface structure of the first language onto the surface of the target

language. Lott (1983) defines interference as ‘errors in the learner’s use of the foreign language

that can be traced back to the mother tongue’. Ellis (1994) refers to interference as ‘transfer’

which he says is ‘the influence that learner’s L1 exerts over the acquisition of an L2. Odlin

(1989) offers a definition of transfer as the influence resulting from the similarities and

differences between the target language and any other language that has been previously (and

perhaps imperfectly) acquired.

When an individual’s understanding of one language has an impact on his or her

understanding of another language, that individual is experiencing language transfer. There can

be negative transfers, otherwise known as interference, when the understanding of one

language complicates the understanding of another language. Alternatively, there can be

positive transfers such that knowing one language can aid in developing skills for a second

language. Language interference is the effect of language learners’ first language on their
production of the language they are learning. It means that the speaker’s first language

influences his/her second or and his/her foreign language.

3. Factors that cause transfer

Transfer can occurs as the result of some factors suggested by different experts. Benson

(2002) suggests that there are some possible reasons why transfer can occur. First,

interlanguage (the learner’s interim grammar of the L2) is not fixed and rigid like the L1, but

‘permeable’. Second, in all learning situations, previous knowledge is a starting point for

acquiring new knowledge; and in a language-learning situation, this means previously-learnt

languages. Third, there may be affective considerations,such as fear of loss of identity if the

L2 is learnt too well; or the feeling that the L2 lacks prestige.

Most of the factors that influence on language interference come from the internal reason.

Weinrich (1970) suggests five factors that contribute on interference:

 First, speaker bilingualism background. Bilingualism is the major factor of interference

as the speaker is influenced by both of the source and the target language.

For example,

Budi : Eh Riko,, apa kabar?

Riko : Loh kamu Budi?? Long time no see. Makin keren aja sekarang.

The phrase ‘Long time no see’ is uttered by Riko because he is bilingual of Indonesia and

English, and saying ‘long time no see’ is a usual expression for him to say when meeting

his old friends.

 Second, disloyalty to target language. Disloyalty to target language will cause negative

attitude. Students whose language background of TL is limited tend to put words in

sentences or oral in structure and sense of first language.

For example,

‘Now buy plane tickets more easily with the online system’
 The sentence above is written in English but in a sense of Indonesian language. The

correct sentence should be

‘buying plane tickets is easier by using online system now’

 Third, the limited vocabularies of TL mastered by a learner. Vocabularies of certain

languages mostly are about words of surroundings connected to life. Thus, a learner who

is willing to master another language will meet new words differ from his native words.

In order to be able to speak as natives of TL, vocabularies take a big role. The more

vocabularies someone has, the better he masters TL. Foreign language learner will try to

put deliberately his native word to state some points when he cannot find the best words

of TL.

For example,

John : Budi, bisakah saya meminjam Toaster punya kamu?

The example above shows that John’s first language is English, and he does not have

enough Indonesian vocabulary to say an lectric device for making toast, so he uses toaster

instead of pemanggang.

 Fourth, needs of synonym. Synonym in language usage plays an important role as word

chosen variation in order not to repeat similar word during the communication process

(redundancy). Implementing synonym in a language contact will contribute to

interference in the form of adoption and borrowing of new words from SL to TL. Thus,

need of synonym for certain word from SL to TL is seemingly aimed to intensify

meaning.

 Fifth, prestige and style. Applying unfamiliar words (foreign words) during a

communication practice which dominant words are languages of both speaker and

receiver is something else. Those unfamiliar words usage is aimed to get a pride.
 Interference will appear as there are certain words even though the receiver probably

cannot catch the real idea of the speech.

For example,

In my humble opinion, tindakan dia itu sangat bermanfaat bagi masyarakat luas.

4. Positive and Negative Transfer

Generally, there are two types of transfer that take place. Positive transfer occurs when

something we’ve learned previously aids us in learning at a later time. Negative transfer takes

place when something we’ve learned interferes with our learning at a later time. Several experts

also define positive and negative transfer in a number of ways. Selinker (1983) presented such

a mentalistic view of the role of L1 in L2 learning considering transfer as a major cognitive

process in L2 acquisition. He distinguished between two major types of transfer: positive and

negative transfer. Positive transfer refers to the processes whereby L1 knowledge facilitates the

acquisition of an L2. The example of positive transfer can be found in words that are identicals

to both Indonesian and English language. The use of suffix -si in Indonesian words, such as

promosi, transmisi, atraksi, and so forth, is an example of positive transfer because they have

a quite similar form with the English words, promotion, transmission and attraction.

Negative transfer refers to the processes whereby L1 knowledge interferes with and, thus,

negatively impacts L2 acquisition. According to Odlin (1989), negative transfer may occur

when the L1 form used in L2 production is not a part of the L2 norm. For example, in Bahasa

we can say, ‘kami berkunjung ke taman’. When transferred to English, it becomes ‘we visited

to the park’ which is incorrect. The sentence shoud be ‘we visited the park’.

5. Various Levels of Interference

Interference of L1 on L2 occurs in many components levels like phonological,

grammatical, lexical, and semantical.

 First, phonological interference. This occurs when a language user uses certain

vocals or sounds (as dialects or accents) of his native in producing words of TL.

For example, in pronouncing /t/ sound in English. /t/ sound in English is voiceless.

To create the /t/, air is briefly prevented from leaving the vocal tract when the tip

of the tongue presses against the tooth ridge while the sides of the tongue press

against the upper side teeth. It is quite difficult for Indonesian to produce /t/ sound

since indonesia has only voiced /t/ sound as in the word ‘tidak’, ‘topi’, and so

forth.

 Second, grammatical interference. Grammatical interference is defined as the first

language influencing the second in terms of word order, use of pronouns and

determinants, tense and mood. For example, in Indonesian we might say ‘hari ini

cerah’, when transfered to English it might become ‘today is sunny’. This

sentence has followed Indonesian structure despite using English words. The

sentence must include ‘it’ as a dummy pronoun to make it correct.

 Third, lexical interference. Interference at a lexical level occurs when one word

has several meanings which could result in the incorrect choice of word in the

target language. For example, ‘He wrote the letter on a piece of paper’. This

example illustrates especially the following ones: i) the letter that one can mail by

post and ii) the letter as an element of the alphabet. When transfered into

Indonesian, the result could be either ‘Dia menulis surat di secarik kertas’ or ‘ Dia

menulis huruf di secarik kertas’.

 Fourth, semantical interference. semantic interference is occurs when the

recipient language absorbs cultural insight of words as the origins from another

language. This process is known as expansive. E.g. Indonesian takes words from

Greece-Latin as demokrasi, politik, revolusi, and many more.

6. Conclusion

Language transfer clearly has a major factor in L2 acquisition. It has positive and negative

effects. The greater the differences between the two languages, the more negative the effects

of interference are likely to be. Language teachers must know the differences and similarities

between learners’ first language and the target language since knowing them will help them to

decide the appropriate treatment to address the interference occured in the teaching and

learning process.

7. References

Benson, C. (2002). Transfer/Cross‐linguistic influence. ELT journal, 56(1), 68-70.

Dulay, H. (1982). Language two. Oxford University Press, 200 Madison Ave., New York, NY

10016.

Ellis, R., & Ellis, R. R. (1994). The study of second language acquisition. Oxford University.

Lott, D. (1983). Analysing and counteracting interference errors. ELT journal, 37(3), 256-261.

Odlin, T. (1989). Language transfer: Cross-linguistic influence in language learning.

Cambridge University Press.

Selinker, L. (1983). Language transfer. Language transfer in language learning, 33-68.

Weinrich, U. (1970). 1953. Languages in Contact. The Hague: Mouton.