Second Language Reading or Writing Issue-Transfer between L1 and L2 - Case Study Example

Report on Second Language Reading or Writing Issue-Transfer between L1 and L2 Report on Second Language Reading or Writing Issue-Transfer between L1 and L2 Part A: Theory The transfer between L1 and L2 is a complex issue. This explains why much focus has been shed on the transfer phenomenon that attempts to analyze the integration of features of the first language (L1) into the systems of the second language especially when the learners attempt to embrace the L2 concepts. Evidently the issue of transfer has been termed as the major issue during the learning process of L1 and L2 as transfer entails competence, performance of the second language (Hudson, 2007). The production of learnt concepts from L1 and L2 also depends on the transfer concept. This piece will center on the transfer of L1 to L2 and the factors that make it difficult for learners that make it difficult for learners to understand L2. The threshold hypothesis In terms of the threshold hypothesis, Lee & Schallert (1997) indicate that there exists a threshold capacity level that needs to be attained in one language so as a learner can grasp the concepts of another language. For the threshold hypothesis as well, high levels of bilingualism have been said to have optimistic cognitive effects in second language learners (Lee & Schallert, 1997). This is to mean that for transfer from L1 to L2 to be successful, the threshold hypothesis needs to be analyzed. The level of competence also depends on the threshold hypothesis as learners who are below the threshold have negative cognitive abilities (Lee &Schallert, 1997). Proficiency in the second language plays a huge role in the reading development of learners. As seen in the work of Lee & Schallert (1997) through linguistic threshold assumption, readers need to develop some level of language proficiency in the second language prior to transferring the L1 reading skills to improve the reading comprehension in the second language. Before getting to the language proficiency threshold level, the ability of the readers to read well may not make much difference in their reading performance in the second language (Lee & Schallert, 1997). Inhibition and compensation Inhibition and compensation play a major role in the transfer of L1 to L2. As seen in the research conducted by Stevenson, Schoonen, de Glopper (2007), inhibition premise argues that in the course of reading a foreign language or rather L2, insufficiencies in the linguistic processes inhibits the level of attention that a learner dedicates to the conceptual processes. On the part of compensation, the Schoonen et al (2003) are of the outlook that the readers of the second or foreign language actually overcome the comprehension issues only if they can put more attention and time on the global conceptual reading processes. Inhibition, as Stevenson, Schoonen & de Glopper (2007) continue to indicate, lack of fluency in the second language or in the foreign language affects the amount of interest that the learners devote to the conceptual processes. However, the learners can compensate for the comprehension problems by putting more emphasis on the global reading process. This aspect makes it easy for the learners to grasp the contents taught. It is also imperative to highlight that an analysis of the different strategies in the L1 can play a huge role in an understanding of the L2 concepts. Despite the authors admitting to the fact the sample size is not enough to validate the facts stated, the inhibition and compensation aspects can be indicated to have a major impact on the transfer of L1 to L2 (Stevenson, Schoonen & de Glopper, 2007). Writing in foreign languages and more focus on the linguistic processes will continually influence the attention that allows the learners have conceptual processing. This is to emphasis that the transfer of L1 to L2 need not be ignored. Since a lot of learners do not focus mostly on the global context, most of them, therefore, do not grasp content in the second language. In regard to reading, a lot of readers do not compensate for the language difficulties on the global context. This creates a critical setback in terms of transfer of L1 to L2. From Stevenson, Schoonen & de Glopper’s (2007) work, it is valid to indicate that content and language processing majorly depends on whether the reading strategies are well achieved; thus, language acquisition in L2. The word bound factor The transfer of reading capability from the first language to the second language has major links with word bound (Thomas & Healy, 2005). For learners who are termed as poor readers are at most times blamed of being word bound. This is to mean that the readers focus mostly on mental translations that lead to their paraphrasing of concepts while reading. This is yet another issue that has to be assessed whilst discussing comprehension and reading, and if the readers’ objectives have been achieved. The cognitive capacity In the work of McCutchen (1996) the cognitive capacity plays a huge role in the writing skills of learners. From the responses of the writers, it is possible to evaluate the cognitive ability required of the writing process. For learners who were slower in the process of writing, they were indicated to be of lower cognitive ability. This is because writing tasks require more effort especially while translating the words in the tasks at hand. The planning part requires a lot of cognitive effort if the translation process has to be successful. For writers who begin the art of writing, transcribing is indeed a major task that has been seen to drain the cognitive resources of the writers (McCutchen, 2000). Worse still, McCutchen (1996) indicates that learners, who have minimal skills in linguistic capabilities of the writing process, use a lot of energy as they take too much time in an attempt to translate the ideas that are in the texts of L1 to L2. This explains that a lot of effort needs to be put so as to help the learners transit successfully from L1 to L2. The capacity theory as indicated by McCutchen (1996), provide a framework in which the development of the writing skills in the learners. This theory explains the developmental disparities in the learners’ writing skills as the fluency in writing differs among learners. The theory also indicates that translation of L1 to L2 is a process that does not develop concurrently (McCutchen, 1996). This is to mean that the translation process takes place first, followed by planning then reviewing is the last phase. Nonetheless, it is crucial to note that the translation phase consumes a great percentage of time of the learners. This leads to the conclusion that translation is critical in the transfer of L1 to L2 despite the development stage of the learner as well as their age (McCutchen, 1996). The transfer of L1 to L2 is greatly correlated to the reading process as well as comprehension. The level of proficiency in L2 is determined by L1 as it is argued that learners who are well versed in L1 tend to have higher proficiency levels in L2 despite the fact that the reading processes differ in the two languages (Hudson, 2007).The research conducted by Hudson (2007) continues to indicate that the process of comprehending reading in L2, the role of literacy in L1 cannot be ignored at all. The development of reading in L2 is greatly correlated to proficiency in L1. Part B: Practice The implications of the transfer of L1 to L2 for language teaching The transfer of L1 to L2 has major implications on the teaching of language. In the classroom setting, a lot of learners find themselves wordbound and some cannot find the most appropriate strategies to compensate for their lower level issues in reading. With this in perspective, it is anticipated that the learners be encouraged on how to apply skills that they already have in reading and writing in L1 to the L2. As seen in the work of Schoonen et al. (2003), a lot of learners especially the proficient writers use the same strategies in L1 to the writing of L2. This is to mean that the writers transfer the writing across languages in different contexts; thus, difficulties in the entire learning process. In addition, it is vital to question the grammatical correctness of L2 if the learners transfer the writing processes in L1. Despite there being similarities between L1 and L2, it is of immense significance to emphasize that it is these overriding connections that may cause huge concerns in the transfer of L1 to L2 (Schoonen et al., 2003). Strategies to compensate for lower level reading problems To alleviate these problems, I have devised strategies that compensate for lower level reading problems. One of the strategies that I adopt in my classroom teaching is counseling and advocacy (McCutchen, 2000; Reis & Ruban, 2004). This helps me help my learners focus on their strong points and weaknesses in language learning. In the event that their reading speed is low, I would advise them to do more reading that will allow them acquire the right speed whilst reading. This self awareness will help the learners make self adjustments in the course of learning and transferring L1 to L2 (Reis & Ruban, 2004). Moreover, I will help my learners adapt academic self regulation so as they can sustain the cognitions and behaviors taught in an attempt to fulfill the set goals and objectives (Reis & Ruban, 2004). In the event that my learners become self regulated and motivated, they will effectively manage their learning processes in terms of managing their time, mastery of skills and applying theory into practice. For the case of transfer of L1 to L2, it is vital that the learners are self regulated as language teaching requires proper structuring of the learning process. Helping students to avoid being wordbound Being wordbound or simply lack of fluency in language is a major issue in the transfer of L1 to L2. L1 learners find themselves with limited vocabulary or reluctance to speak as they do not have the content and confidence to speak well in L2 (Thomas & Healy, 2005). I would help my learners avoid being wordbound by using pictures that will help them describe tasks and aspects. This will help them compare how words change with time as they describe the pictures in the second language. Description of pictures will also help build their word order and see how well to transfer the same in L2. Incorporating story telling in class would also be of benefit in preventing the issue of wordbound in the transfer of L1 to L2. The learners will then compare the sentence structures in L2 to the ones in L1; thus, adopt the appropriate way of maintaining the right order. In the end, it is also anticipated that the use of word order will change for the best and the learners will have grasped the most important concepts in L2. Encouraging students to apply knowledge and skills learnt in L1 to L2 reading/writing So as to apply skills already learnt in L1 to the reading and writing of L2, the tutor plays a huge role. In the course of my teaching, I ensure that the L1 skills are transferred through proper feedback to my learners (Reis & Ruban, 2004). Through this approach, especially as far as writing is concerned, I am able to give feedback on errors such as grammatical errors; thus, great improvement in my learners. The transfer of L1 to L2 is governed by numerous writing errors; thus, is the responsibility of the educator to help the learners design approaches that will. Allow for their self-adjustment so as to grasp the concepts taught in the classroom setting. With this, the learners will also develop strategies that will help them structure their form of writing; hence general improvement in their writing and reading skills (McCutchen, 2000; Reis & Ruban, 2004). In my classroom, I also incorporate the L1 pre-writing skills of my learners to L2 through allowing the learners compose, outline, edit and compile final copies of their ideas (Schoonen et al., 2003). This approach helps me draw the attention of the learners, engage them in the learning process as well as analyze and decide on the best approaches while compiling their final reports. This approach also enables me give the learners an opening to gain knowledge on their own with minimal intervention of the instructor; hence, better performance on the part of the learners. Conclusion Conclusively, it is evident from the paper that the transfer of L1 to L2 is a major issue in the teaching and learning of language. However, it is worth noting that detection of the common causes of issues in language transfer can help the teachers come up with appropriate strategies and design activities that will actively engage the learners in the classroom setting. From the research, it is also interesting to note that even with perfect skills in L1; transfer of the same to L2 is a major challenge. It is this verity that leads to the conclusion that noting the differences between L1 and L2 will prove useful in promoting better language skills in L2. Proper feedback will undeniably produce improved learners and a reduction in the errors that have a negative implication on L2. The learners’ native language can certainly not be alienated from their understanding of thee second language. The transfer of L1 to L2 must, therefore, be given a lot of emphasis if the transfer has not only be fruitful, but also successful. References Hudson, T. (2007). Teaching Second Language Reading. Oxford: Oxford University Press. Lee, J.W. & Schallert, D.L. (1997). The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance: a test of the threshold hypothesis in an EFL context, TESOL Quarterly, 31 (4), 713-739. McCutchen, D. (1996). A capacity theory of writing: Working memory in composition. Educational Psychology, (3), 299-325. McCutchen, D. (2000). Knowledge, processing, and working memory: Implications for a theory of writing. Educational Psychologist, 35(1), 13-23. Reis, S. & Ruban, L. (2004). Compensation Strategies Used by High-Ability Students with Learning Disabilities. Neuropsychology and Cognition, 25,155-198. Schoonen, R., Van Gelderen, A., De Glopper, K., Hulstijn, J., Simis, A., Snellings, P., & Stevenson, M. (2003). First language and second language writing: The role of linguistic knowledge, speed of processing, and metacognitive knowledge. Language Learning, 53(1), 165-202. Stevenson M., Schoonen, R., de Glopper, K. (2007). Inhibition or Compensation? A Multidimensional Comparison of Reading Processes in Dutch and English Language Learning, 57 (s1), 115–154. Thomas, H. & Healy, A. (2005). Reading Transfer in Second Language Readers. ISB4: Proceedings of the 4th International Symposium on Bilingualism, ed. James Cohen, Kara T. McAlister, Kellie Rolstad, and Jeff MacSwan, 1211-1224. Somerville, MA: Cascadilla Press. Read More