Talk:Language transfer

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Untitled[edit]

i came here for the definition of language transfer... nothing! someone please take action... —Preceding unsigned comment added by 60.51.109.129 (talk) 15:47, 10 March 2008 (UTC)[reply]

Wiki Education Foundation-supported course assignment[edit]

This article was the subject of a Wiki Education Foundation-supported course assignment, between 4 September 2019 and 4 December 2019. Further details are available on the course page. Student editor(s): GOstudent.

Above undated message substituted from Template:Dashboard.wikiedu.org assignment by PrimeBOT (talk) 02:12, 17 January 2022 (UTC)[reply]

Huh?[edit]

I came to this article for a definition, and their is none. It should be the first sentence. Currently the first sentence, and paragraph, appear to be some kind of disclaimer, then the body paragraph jumps into esoteric jargon. I still don't know what "Language Transfer" is in this context. Needs a serious rewrite. Youdontsmellbad (talk) 07:30, 10 February 2008 (UTC)[reply]

Redirect[edit]

I've moved this page from language interference to language transfer because the latter is the more academic name for this, as used in second language acquisition. It also has fewer negative connotations, allowing us to discuss 'positive transfer' without switching between the terms throughout the article. Jsteph 09:44, 16 January 2007 (UTC)[reply]

hi, I think that interference and transfer are two different terms! 83.19.61.66 (talk) 13:16, 4 June 2009 (UTC)[reply]

Hoffentlich???[edit]

The german use of hoffentlich has nothing to do with english use of Hopefully, at least, certainly not directly! See List of English words with disputed usage, Dangling modifier and [1]. Circeus 16:36, Feb 18, 2005 (UTC)

Are you saying that the German word doesn't carry the meaning "it is hoped that" or the English word doesn't? Not completely sure about the German one, but as far as I am aware, both are common enough to be proper in that meaning at least as colloquialisms.

Embarazada[edit]

Contributors to this article may be interested to know that the article on Embarazada (the Spanish for "pregnant", a false friend cognate with "embarrassed") is currently up for deletion at Wikipedia:Articles_for_deletion/Embarazada. Flapdragon 10:27, 12 April 2006 (UTC)[reply]

english to greek[edit]

Removed due to spam. 76.95.124.146 (talk) 02:00, 11 January 2009 (UTC)[reply]

arabic[edit]

From now on involve Sarjon’s email address while you are sending me any email. —Preceding unsigned comment added by 95.170.214.46 (talk) 14:57, 27 January 2010 (UTC)[reply]

List of items that influence transfer?[edit]

Hi, would perhaps a list of language items that affect transfer be beneficial to this article? For example, differences in use/existence of articles, tenses, prepositions, conjugation, word order, countability, subdivision of concepts... etc, all affect it. I think the article would benefit from such a list. Malick78 (talk) 20:16, 15 March 2013 (UTC)[reply]

Some expansion on transfer effects[edit]

I feel a section or even an article on transfer effects in bilingual morphosyntactic/phonological acquisition would be in order given the size of the research literature on the topic - I have done some reading on it and am happy to do more, however I'm not really sure where I would 'put' it or when I'd have something accessible written up. LingNerd007 (talk) 22:37, 22 April 2019 (UTC)[reply]

I am thinking of adding in a section on the phonological acquisition part (and maybe some disordered phon. acquisition)! Though I am in agreement that where to put it is confusing. Looks like the whole page could use some re-working and love... GOstudent (talk) 17:14, 28 October 2019 (UTC)[reply]

Article Cleanup[edit]

I am thinking that the sections on Psychological Transfer and Examples do not seem to be on the same topic that the rest of the article is on. Psychological Transfer, while a relevant concept, does not require such a large and detailed section. Similarly, the Examples section contains examples of code-mixing "languages" rather than new languages formed through language transfer. I plan to delete these sections as part of a larger cleanup of this page. GOstudent (talk) 18:21, 18 November 2019 (UTC)[reply]

This is the first section that I am deleting. While interesting, again, it is not on the topic of language transfer and fits better with the page transfer of learning.

Proactive interference and negative transfer in psychology

During the 1950s, memory research began investigating interference theory. This refers to the idea that forgetting occurs because the recall of certain items interferes with the recall of other items. Throughout the 1950s, researchers provided some of the earliest evidence that the prior existence of old memories makes it harder to recall newer memories and he dubbed this effect "proactive interference". During the same time, researchers began investigating negative transfer. Negative transfer concerns itself with a detrimental effect of prior experience on the learning of a new task, whereas proactive interference relates to a negative effect of prior interference on the recall of a second task.

The most obvious and used proactive interference and negative transfer paradigm from the 1950s and 1960s was the use of AB-AC, or AB-DE lists. Participants would be asked to learn a list of paired associates in which each pair consists of a three letter consonant-vowel-consonant, nonsense syllable (e.g. DYL), used because it was easy to learn and lacked pre-learned cognitive associations, and a common word (e.g. road). In this paradigm two lists of paired associations are learned. The first list, (commonly known as the AB list) would consist of nonsense syllables as a primer (which constituted the 'A' term), followed by a word (which constituted the 'B' term). The second list would consist of either the same nonsense syllable primer and a different word (A-C list) or a different nonsense syllable primer and a different word (D-E list). The AB-AC list was used because its second set of associations (A-C) constitutes a modification of the first set of associations (A-B), whereas the AB-DE list were used as a control.

Shortly afterwards proactive interference was demonstrated with the Brown-Peterson paradigm. A single Brown-Peterson trial consists of a study list, a retention interval and then a recall period. Each list may consist of a handful of related items and are presented individually every few seconds. For the duration of a short retention interval, subjects are then asked to perform an engaging distractor task such as counting backwards in sevens, or thinking of an animal with every letter in the alphabet to minimize rehearsal. Subjects are then asked to recall the items from this second list. Although the lists from previous trials are now irrelevant, the fact that they were studied at all makes it difficult for subjects to recall the most recent list.

Negative transfer was examined by researchers in the 60s and found differential learning between trials. :Specifically, differences in the learning rates of list 2 provided clear evidence of the negative transfer phenomenon. Subjects learned an A-C paired association list to a criterion of all associations correct, following learning a list of A-B paired associations to criterion. Ultimately, it was found that those subjects took an increased number of trials to complete the learning task compared to subjects who did not learn the A-B list or from subjects who had to learn a D-E list.

GOstudent (talk) 18:11, 21 November 2019 (UTC)[reply]

The second section I am deleting is the examples section. In Linguistics, various language blends are not seen as results of language transfer but instead as a result of code mixing. This section also completely lacked citations!

Examples[edit | edit source]

See also: Non-native pronunciations of English

Language transfer produces distinctive forms of learner English, depending on the speaker's first language. Some examples, labeled with a blend of the names of the two languages in question, are:

Chinglish (Chinese)

Czenglish (Czech)

Denglisch (German)

Dunglish (Dutch)

Engrish or "Japlish" (Japanese)

Finglish (Finnish)

Franglais (French)

Greeklish (Greek)

Hinglish (Hindi)

Konglish (Korean)

Manglish (Malaysian)

Poglish (Polish)

Porglish (Portuguese)

Runglish (Russian)

Spanglish (Spanish)

Swenglish (Swedish)

Taglish (Tagalog)

Tanglish (Tamil)

Tinglish (Thai)

Turklish (Turkish)

Yinglish (Yiddish)

Similar interference effects, of course, also involve languages other than English, such as French and Spanish (Frespañol), Portuguese and Spanish (Portuñol), or Catalan and Spanish (Catanyol).

These examples could be multiplied endlessly to reflect the linguistic interactions of speakers of the thousands of existing or extinct languages.

Such interference-language names are often also used informally to denote instances of code-switching, code-mixing, or borrowing (using loan words).

GOstudent (talk) 18:17, 21 November 2019 (UTC)[reply]

Wiki Education assignment: Language and Literacy Acquisition and Development[edit]

This article was the subject of a Wiki Education Foundation-supported course assignment, between 30 August 2022 and 21 December 2022. Further details are available on the course page. Student editor(s): Litstudent (article contribs). Peer reviewers: Lovelyr79, LehmanGirlMD.

— Assignment last updated by LehmanProf (talk) 23:38, 6 October 2022 (UTC)[reply]