Lexical Crosslinguistic Influence and Study Abroad: Do Learners Use L1-Based Resources Less?
Research in Crosslinguistic Influence (CLI) has traditionally addressed two broad types of lexical CLI transfer of form and transfer of meaning (Ringbom 1987) which were reconceptualized by Jarvis (2009) as lexemic and lemmatic transfer, respectively. Whereas the former considers the phonological an...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universidad de Barcelona |
| Repositorio: | Dipòsit Digital de la UB |
| OAI Identifier: | oai:diposit.ub.edu:2445/176275 |
| Acceso en línea: | https://hdl.handle.net/2445/176275 |
| Access Level: | acceso abierto |
| Palabra clave: | Anglès Transferència (Ensenyament de llengües) Estudis a l'estranger English language Language transfer (Language learning) Foreign study |
| Sumario: | Research in Crosslinguistic Influence (CLI) has traditionally addressed two broad types of lexical CLI transfer of form and transfer of meaning (Ringbom 1987) which were reconceptualized by Jarvis (2009) as lexemic and lemmatic transfer, respectively. Whereas the former considers the phonological and graphemic structure of words, the latter is related to semantic and syntactic properties. These types of lexical CLI have been analysed in relation to L2 proficiency, but not in relation to factors such as Study Abroad (SA), which the present study aims to investigate. The oral production by 107 Catalan/Spanish learners of English as a Foreign Language (EFL) was analysed in terms of lexical CLI and the amount of input received during their SA. Results show an inverse relationship between the amount of input in SA and lexical CLI; that is, the higher the number of hours abroad, the fewer cases of lexical CLI. Statistical differences were found for lemmatic CLI and for one type of lexemic CLI. In light of these findings, it is suggested that learners that take part in SA programmes do not rely on L1-based resources when gaps in their knowledge arise. |
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