PAPER

“BILINGUALISM IN THE PERSPECTIVE OF

PSYCHOLINGUISTICS”
Created to Fulfill the Assignment of the Language Acquisition Course

GROUP 10:

Lola Lovita 2322068

Afifa Yasri 2322069

Faizah Ulya 2322070

TEACHING LECTURE:
AGSEORA EDIYEN, M.Hum

ENGLISH EDUCATION DEPARTMENT FACULTY OF

TARBIYAH ANDTEACHER TRAINING STATE ISLAMIC
UNIVERSITY OF SJECH M. DJAMIL DJAMBEK
BUKITTINGGI
2024
 PREFACE

First, thanks to Allah Swt. Because of the help of Allah, the compiler
finished writing the paperentitled “Reading Principles and Teaching in the
Perspective of Psycholinguistic” right in the calculated time. The purpose in
writing this paper is to fulfill the assignment that given by Miss Agseora Ediyen,
M.Hum as lecturer in Language Acquisition course.
In arranging this paper, the compiler trully get lots of challenges and
obstructions but with help of many individuals, those obstructions could pass. The
compiler also realized there are still many mistakes in process of writing this paper.
We says thank you to all individuals who helps in the process of compile
this paper. Hopefully Allah replies all helps and bless you all. The compiler realized
that this paper still imperfect in arrangment and the content. Then the compiler
hopes the criticism from the readers can help the compiler in perfecting the next
paper. Hopefully, this paper can help the readers to gain more knowledge about
Language Acquisition course.

Bukittinggi, May 28th, 2024

The Compiler

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 TABLE OF CONTENT

PREFACE ......................................................................................................... i
TABLE OF CONTENT ................................................................................... ii
CHAPTER I INTRODUCTION

A. Background of the Topic ................................................................... 1

B. Problem Formulation ........................................................................ 2

C. Purpose of Paper ............................................................................... 2

CHAPTER II DISCUSSION

A. The Transfer Effects of First-Language on the Learning of Second-

Language .......................................................................................... 3

B. The Strategies for Second Language Production and becoming

second language learning ................................................................... 5

C. Case Study: The Transfer Effects of First Language (L1) on the

Learningof Second Language (L2) .................................................... 7
CHAPTHER III CLOSING

A. Conclusion........................................................................................ 9

B. Suggestion ........................................................................................ 9
REFERENCE

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 CHAPTER I

INTRODUCTION

A. Background of the Topic

The transfer effects of the first language on the learning of the second
language and the strategies for second-language production are fundamental
aspects of second-language acquisition research. When individuals embark on
learning a new language, they often rely on their existing linguistic knowledge
and skills from their first language. This phenomenon, known as transfer, can
manifest in various ways, influencing vocabulary acquisition, grammar usage,
pronunciation, and language production in general. Understanding the nature
and extent of these transfer effects is crucial for educators and learners alike to
optimize language learning outcomes.

Additionally, exploring the strategies employed by second-language

learners in language production sheds light on the cognitive processes involved
in language acquisition. Learners employ diverse strategies to comprehend and
express themselves in the target language, ranging from lexical retrieval
techniques to grammatical rule application and communication strategies. By
investigating these strategies, researchers aim to identify effective approaches
to facilitate language learning and enhance learners' communicative
competence.

Therefore, examining the transfer effects of the first language and

understanding the strategies for second-language production are central themes
in second-language acquisition research, offering insights into the complexities
of language learning and informing pedagogical practices in language education

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B. Problem Formulation
1. What is The Transfer Effects of First-Language on the Learning of Second-
Language ?
2. What is The Strategies for Second-Language Production and Becoming
Second-Language Learner ?
3. What is Case Study: The Transfer Effects of First Language (L1) on the
Learning of Second Language (L2) ?

C. Purpose of Paper

a. To know about The Transfer Effects of First-Language on the Learning of

Second-Language.
b. To know about The Strategies for Second-Language Production and
Becoming Second-Language Learner.
c. To know the Case Study: The Transfer Effects of First Language (L1) on
the Learning of Second Language (L2).

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 CHAPTER II

DISCUSSION

A. The Transfer Effects of First-Language on the Learning of Second-

Language

a. Defenition and Effects

The transfer effects of L1 on L2 learning are multifaceted and impact various aspects
of language acquisition. While similarities between L1 and L2 can facilitate learning,
differences can pose challenges. Understanding these transfer effects is crucial for
language learners and educators alike, as it allows for the leveraging of existing
knowledge while also addressing potential areas of difficulty. Further research into
effective language teaching methodologies that take into account the influence of L1
transfer is essential for facilitating successful L2 acquisition. The process of learning a
second language is influenced by various factors, one of the most prominent being the
learner's first language (L1). This paper explores the transfer effects of L1 on the
acquisition of a second language (L2) and examines how these effects impact different
aspects of language learning.
1. Transfer in Vocabulary Acquisition

One of the primary areas where the influence of L1 is observed is in vocabulary

acquisition. Learners often rely on similarities between words in their L1 and L2
to aid in understanding and memorization. For example, a Spanish speaker
learning English may find it easier to remember words with Latin roots due to the
similarity between Spanish and English vocabulary. For instance, the Spanish
word "nación" (nation) shares similarity with its English counterpart "nation,"
facilitating vocabulary acquisition.
2. Transfer in Grammatical Structures
Grammatical structures in L1 can both aid and hinder the learning of L2 grammar.
Similarities between L1 and L2 grammatical structures can facilitate understanding
and acquisition. However, differences in grammar can also lead to interference, where

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 learners apply the rules of their L1 to L2, resulting in errors. For example, a Chinese
speaker learning English may struggle with verb conjugation due to the lack of verb
conjugation in Chinese. They might say "I go to school yesterday" instead of "I went
to school yesterday."

3. Transfer in Pronunciation and Phonology

The phonological system of L1 can influence the pronunciation of L2 sounds.

Learners may struggle to produce sounds that do not exist in their L1 or may
substitute similar sounds from their L1, affecting intelligibility. For example,
Japanese speakers may have difficulty distinguishing between the English "r" and
"l" sounds due to the absence of these sounds in Japanese. As a result, they might
pronounce "rice" as "lice."
4. Transfer in Cultural Understanding

Cultural concepts embedded in language can also be transferred from L1 to L2.

Learners may interpret expressions, idioms, and gestures based on their cultural
background, which may differ from the cultural context of the L2. This can lead to
misunderstandings or misinterpretations in communication. For example, a
German learner of English may interpret the phrase "break a leg" literally, not
understanding its idiomatic meaning of wishing someone good luck.

The transfer effects of first language (L1) on the learning of second language
(L2) can be both positive and negative.
a). Positive transfer occurs when L1 facilitates L2 acquisition by leveraging
similarities in grammar, vocabulary, and cultural norms. This can boost
learners' confidence and motivation. For example, if L1 and L2 share similar
word structures or spelling, learners can apply their existing knowledge to
accelerate L2 learning.
b). negative transfer occurs when L1 interferes with L2 acquisition due to
differences in grammar, vocabulary, or cultural norms. This can lead to errors
and difficulties in L2 learning. For instance, if L1 and L2 have different
sentence structures or word orders, learners may struggle to adapt to the new
patterns. The impact of L1 on L2 acquisition varies across different age
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 ranges. While children tend to learn L2 more quickly and easily due to their
brain's ability to adapt to new languages, adults may face more challenges due
to their established linguistic habits and cognitive biases.

b. Examples and Studies

Studies have shown that language transfer can occur at various levels,
including phonology, morphology, syntax, and pragmatics. For example, a
study on Batak Toba and Indonesian students learning English found that their
L1 and L2 interfered with their English language performance at the
phonological, morphological, and syntactic levels. Another study on the
influence of L1 on the pronunciation of L2 found that negative transfer was
prevalent among the respondents, leading to more mistakes and errors due to
the interference of their L1.

c. Implications for Language Learning

Understanding the transfer effects of L1 on L2 learning is crucial for

language instructors and learners. It highlights the importance of
acknowledging the learner's L1 and using it as a tool for language acquisition.
By recognizing the similarities and differences between the L1 and L2,
instructors can develop targeted strategies to minimize negative transfer and
maximize positive transfer, ultimately improving the learner's language
proficiency .

B. The Strategies for Second Language Production and becoming second

language learning

The strategies for second language production and becoming proficient in a

second language involve various techniques that learners use to overcome
communication barriers and convey their intended meaning. These strategies can
be categorized into several types, including:
1. Paraphrasing: This involves rephrasing a sentence or idea using different

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 words or phrases to express the same meaning. For example, if a learner does
not know the word "grandfather," they might say "my father's father" instead.
2. Substitution: Learners may substitute a problematic word with a more
familiar one. For instance, if they do not know the irregular verb "make," they
might use the regular verb "ask" instead.
3. Word Coinage: This involves creating new words or phrases to describe
something that is not known. For example, a learner might refer to an art
gallery as a "picture place”.
4. Language Switch: Learners may insert a word from their native language
into a sentence, hoping that the interlocutor will understand.
5. Asking for Clarification: This involves asking the interlocutor for help or
clarification when there is a communication problem.
6. Non-verbal Strategies: These include the use of gestures and mime to
augment or replace verbal communication.
7. Avoidance: Learners may avoid talking about topics for which they lack the
necessary vocabulary or other language skills in the second language.
8. Circumlocution: This involves using different words or phrases to express
a meaning, often due to a lack of knowledge of the exact word.
9. Literal Translation: Learners may translate words literally from their native
language, which can lead to misunderstandings.
10. Time-Gaining Strategies: These involve using tactics such as repetition or
meaningless words to gain time and think of the next part of the conversation.
11. Repetition: This involves repeating words or phrases to help with memory
and fluency.
12. Use of Non-linguistic Means: Learners may use non-verbal cues such as
gestures or facial expressions to convey meaning

These strategies are employed by learners to overcome communication

problems and ensure effective communication in the target language. They are
often used in combination and can be influenced by factors such as the level of
conversation tasks and the learners' background in english proficiency.

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C. Case Study: The Transfer Effects of First Language (L1) on the Learning
of Second Language (L2)

 Background

A student named Rina, whose first language is Indonesian (L1), begins

learning English (L2) at school. She has mastered the basics of English
grammar and vocabulary but still makes some errors that seem influenced by
her native language, Indonesian.
 Observations

1. Syntax (Grammar)

 Error:Rina often says, “I very like it” instead of “I like it very much.”

 Analysis: In Indonesian, the word order “Saya sangat suka itu” (I very
like it) is correct and acceptable. Rina transfers this syntactic structure
from Indonesian to English.

 Phonology (Pronunciation)

 Error: Rina pronounces the word “think” as “tink” because there is no /θ/
sound in Indonesian.
 Analysis: Rina transfers the phonological pattern from Indonesian, which
lacks the dental fricative sound /θ/ found in English, replacing it with a
more familiar sound.

 Morphology

 Error:Rina uses “sheeps” as the plural form of “sheep.”

 Analysis:In Indonesian, plural forms are often indicated by repetition or

additional words. Rina might think all English nouns follow the rule of
adding -s or -es without exceptions.

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  Pragmatics

 Error: When speaking to her teacher, Rina often uses direct command
forms like “Give me that book,” without polite words such as “please” or
more indirect requests.
 Analysis: Direct command forms might be more common in certain
contexts in Indonesian, and Rina might not yet be familiar with the
politeness norms in English.

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 CHAPTHER III

CLOSING

A. Conclusion

The L1 influences L2 acquisition and learning through various strategies,

including paraphrasing, substitution, word coinage, language switch, asking for
clarification, non-verbal strategies, avoidance, circumlocution, literal translation,
time-gaining strategies, repetition, and use of non-linguistic means. Teachers
should understand the advantage that students who have had L1 education possess
the ability to transfer prior linguistic knowledge, prior skills, or existing schemata
to facilitate their learning of reading in L2. Effective instructional methods can be
designed for students of different age groups based on the positive or negative role
of transfer.
B. Suggestion

For the next compiler paper about The Transfer Effects of First-Language on
the Learning of Second-Language and The Strategies for Second Language
Production and becoming second language learning advised to look for more
writing reference resources in writing their papers. In reality, progress of this paper
is still very simple and straight forward. And even in preparing assignment or this
papers, criticism and suggestion are still needed for discussing the material.

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 REFERENCE

Amminullah, Fajar. 2018. Language Transfer. Universitas Tangjungpura, Pontianak

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.
Kalisa, P. (2019). Journal of Language and Literature. Communication Strategies in
English Second Language Acguisition, 14,(96).
Selinker, L. (1983). Language transfer. Language transfer in language learning, 33-

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

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