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Crosslinguistic influence CLI and transfer of learning

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Title: Crosslinguistic influence CLI and transfer of learning


1
Cross-linguistic influence (CLI) and transfer of
learning
  • Mark Andrew James
  • Arizona State University

It is natural to wonder about the relation
between language transfer i.e., CLI and
transfer of learning in other contexts. Odlin
2003 477
2
Overview
  • CLI and learning transfer appear, on the surface,
    to be similar constructs.
  • In research literature dealing with CLI, there
    are few constructive links to learning transfer
    research and theory.
  • CLI research and theory might benefit from
    stronger connections to learning transfer
    research and theory.

3
Definitions
  • CLI (or language transfer)
  • the influence that knowledge of one language has
    on an individuals learning or use of another
    language (Gass Selinker 1992 Jarvis Pavlenko
    2008).
  • Learning transfer
  • the influence that prior learning has on
    subsequent learning or performance (Perkins
    Salomon 1994).

4
Links to learning transfer in CLI literature
  • Evolution of CLI research from learning transfer
    research (e.g., Major 2008 Selinker 1969)
  • Learning transfer theory as basis for teaching
    for CLI (Politzer 1965 Rivers 1964)
  • Learning transfer theory (e.g., vertical vs.
    lateral) as relevant to CLI (Odlin 2003 Olivares
    2002)
  • Definitions of learning transfer in discussions
    of CLI (Arabski 2006 Sajavaara 1986)
  • Learning transfer research as relevant to
    ambiguity of the term transfer (Dechert 2006).

5
Factors that influence CLI and learning transfer
  • Perceptions of (cross-linguistic) similarity.
  • Language proficiency / knowledge base.
  • Motivation / disposition.
  • Interlocutor characteristics / socio-cultural
    context.
  • Automaticity / amount and type of practice.

6
Divergence of CLI research/theory from learning
transfer
  • SLA scholars became uncomfortable drawing on
    learning transfer research/theory because of its
    association with behavioral psychology.
  • It is exceedingly difficult to apply these
    findings to the foreign language learning
    situation because the experimental materials, the
    degrees of original learning, and other variables
    are quite different from those occurring in
    foreign language learning.
  • Carroll, 1968, p.120

7
1. Is learning transfer research/theory
associated with behavioral psychology?
  • While a behavioral psychology perspective was
    common in early research/theory on learning
    transfer, other perspectives have been taken
  • gestalt psychology
  • cognitive psychology
  • socio-cultural psychology.

8
2. Are the behaviors studied in learning
transfer research unrelated to language?
  • knowledge of vocabulary (Ganea et al 2008)
  • knowledge of grammar (Ninio 2005)
  • pronunciation (Nation et al 2001)
  • listening perception (Peele Wingfield 2005)
  • phonological awareness (Benson 2000)
  • reading skills and strategies (Aulls 2003
    Compton et al 2005 Gromko 2004 Martin-Chang et
    al 2007 Williams et al 2005)
  • writing skills and strategies (Aulls 2003
    Berninger et al 2006 Glaser Brunstein 2007
    James 2009).

9
3. Do CLI and learning transfer research differ
in terms of depth of learning?
  • Current definitions of CLI tend to be broad and
    include not only the influence of a L1 on the
    learning/use of a L2, but also the influence of a
    L2 on the learning/use of a L3 (or L4, etc.), as
    well as the influence of a L2 on L1 use.
  • this means the source of CLI may not be a
    deeply-learned L1 system it may instead be a
    less deeply-learned L2 system.

10
Implications
  • Learning transfer research/theory may
  • (a) help answer questions raised about CLI.
  • How does an individual recognize crosslinguistic
    similarity?
  • (b) point to questions potentially relevant to
    CLI.
  • How might similarity in genre between texts used
    in L1 situations and texts used in L2 situations
    influence CLI?
  • How might motivation influence CLI?
  • How might sociocultural context influence CLI?

11
Conclusion
  • There is a deep relationship between CLI and
    learning transfer.
  • overlap can be seen conceptually and in
    existing research and theory.
  • So, research/theory on CLI might benefit from
    connections to research/theory on learning
    transfer.

12
References (1 of 4)
  • Arabski, Janusz (2006). Language transfer in
    language learning and language contact. In
    Cross-linguistic influences in the second
    language lexicon, Janusz Arabski (ed.), 12-21.
    Clevedon, UK Multilingual Matters.
  • Aulls, Mark W. (2003). The influence of a reading
    and writing curriculum on transfer learning
    across subjects and grades. Reading Psychology,
    24 177-215.
  • Benson, Nancy J. (2000). Analysis of specific
    deficits Evidence of transfer in disabled and
    normal readers following oral-motor awareness
    training. Journal of Educational Psychology, 92
    646-658.
  • Berninger, Virginia W., Judith E. Rutberg, Robert
    D. Abbott, Noelia Garcia, Marci
    Anderson-Youngstrom, Allison Brooks, and Cynthia
    Fulton (2006). Tier 1 and tier 2 early
    intervention for handwriting and composing.
    Journal of School Psychology, 44 3-30.
  • Carroll, John B. (1968). Contrastive analysis and
    interference theory. In Report of the nineteenth
    annual round table meeting on linguistics and
    language studies, James E. Alatis (ed.), 113-122.
    Washington, DC Georgetown University Press.
  • Compton, Donald L., Natalie G. Olinghouse, Amy
    Elleman, Jan Vining, Amanda C. Appleton, Jennifer
    Vail, and Marci Summers (2005). Putting transfer
    back on trial Modeling individual differences in
    the transfer of decoding-skill gains to other
    aspects of reading acquisition. Journal of
    Educational Psychology, 97 55-69.

13
References (2 of 4)
  • Dechert, Hans W. (2006). On the ambiguity of the
    notion transfer. In Cross-linguistic influences
    in the second language lexicon, Janusz Arabski
    (ed.), 3-11. Clevedon, UK Multilingual Matters.
  • Ganea, Patricia A., Megan Bloom Pickard, and Judy
    S. DeLoache (2008). Transfer between picture
    books and the real world by very young children.
    Journal of Cognition and Development, 9 46-66.
  • Gass, Susan M. and Larry Selinker (1992).
    Introduction. In Language transfer in language
    learning, Susan M. Gass and Larry Selinker
    (eds.), 1-17. Philadelphia, PA John Benjamins.
  • Glaser, Cornelia and Joachim C. Brunstein (2007).
    Improving fourth-grade students composition
    skills Effects of strategy instruction and
    self-regulation procedures. Journal of
    Educational Psychology, 99 297-310.
  • Gromko, Joyce E. (2004). Predictors of music
    sight-reading ability in high school wind
    players. Journal of Research in Music Education,
    52 6-15.
  • Haskell, Robert E. (2001). Transfer of learning
    Cognition, instruction, and reasoning. San
    Diego, CA Academic Press, Incorporated.
  • James, Mark A. (2009). Far transfer of
    learning outcomes from an ESL writing course Can
    the gap be bridged? Journal of Second Language
    Writing, 18 69-84.

14
References (3 of 4)
  • Jarvis, Scott and Aneta Pavlenko. (2008).
    Crosslinguistic influence in language and
    cognition. New York, NY Routledge.
  • Major, Roy C. (2008). Transfer in second
    language phonology A review. In Phonology and
    second language acquisition, Jette G. Hansen and
    M.L. Zampini (eds.), 63-94. Philadelphia, PA
    John Benjamins Publishing Company.
  • Martin-Chang, Sandra L., Betty A. Levy, and Sara
    ONeil (2007). Word acquisition, retention, and
    transfer Findings from contextual and isolated
    word training. Journal of Experimental Child
    Psychology, 96 37-56.
  • Nation, Kate, Richard Allen, and Charles Hulme.
    (2001). The limitations of orthographic analogy
    in early reading development Performance on the
    clue-word task depends on phonological priming
    and elementary decoding skill, not the use of
    orthographic analogy. Journal of Experimental
    Child Psychology, 80 75-94.
  • Ninio, Anat (2005). Testing the role of semantic
    similarity in syntactic development. Journal of
    Child Language, 32 35-61.
  • Odlin, Terence (2003). Crosslinguistic influence.
    In The handbook of second language acquisition,
    Catherine.Doughty and Michael Long (eds.),
    436-486. Malden, MA Blackwell.
  • Olivares, Rafael A. (2002). Communication,
    constructivism and transfer of knowledge in the
    education of bilingual learners. International
    Journal of Bilingual Education and Bilingualism,
    5 4-19.

15
References (4 of 4)
  • Peelle, Jonathan E. and Arthur Wingfield (2005).
    Dissociations in perceptual learning revealed by
    adult age differences in adaptation to
    time-compressed speech. Journal of Experimental
    Psychology Human Perception and Performance, 31
    1315-1330.
  • Perkins, D.N., Salomon, G. (1994). Transfer of
    learning. In T. Husen T.N. Postlethwaite
    (Eds.), The international encyclopedia of
    education (second edition), (vol. 11,
    pp.6452-6457). Oxford, UK Pergamon.
  • Politzer, Robert (1965). Some reflections on
    transfer of training in foreign language
    learning. International Review of Applied
    Linguistics, 3 171-177.
  • Rivers, Wilga M. (1964). The psychologist and the
    foreign language teacher. Chicago, IL University
    of Chicago Press.
  • Pugh, K.J., Bergin, D.A. (2006). Motivational
    influences on transfer. Educational Psychologist,
    41 147-160.
  • Sajavaara, Kari (1986). Transfer and second
    language speech processing. In Crosslinguistic
    influence in second language acquisition, Eric
    Kellerman and Michael Sharwood Smith (eds.),
    66-79. Elmsford, NY Pergamon Press.
  • Selinker, Larry (1969). Language transfer.
    General Linguistics, 9 67-92.
  • Williams, Joanna P., Kendra M. Hall, Kristen D.
    Lauer, K. Brooke Stafford, Laura A. DeSisto, and
    John S. deCani (2005). Expository text
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