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This is the first book that discusses the effect of foreign language learning on first language processing. The authors argue that multilingual development is a dynamic and cumulative process characterized by transfer of different nature, and results in a common underlying conceptual base with two or more language channels that constantly interact with each other. Language representation and processing are discussed from a cognitive-pragmatic rather than a lexical-syntactic perspective. This required the review of several crucial issues of L2 acquisition, such as transfer, vocabulary development, conceptual fluency, and pragmatic skills. The authors also reviewed a large body of literature touching on cognitive psychology, linguistics, psycholinguistics, SLA, philosophy, and education in order to explain multilingual development and the positive effect of foreign language learning on the first language. An important read for linguists and language educators alike, this volume: * attempts to explain multilingual development from a cognitive-pragmatic perspective, * argues that foreign language learning has a positive effect on the development and use of mother tongue skills, * relies on research findings of several different disciplines, * builds on the results of quantitative research conducted by the authors, and touches on a wide range of literature.
This research investigates the influence of mother tongue (L1) in foreign language (FL) writing. The purpose of this study was to test two research questions: (1) what are students' attitudes toward the involvement of L1 writing strategies in FL writing; (2) Do students transfer L1 writing strategies to English writing positively or negatively? Why? This paper presents quantitative and qualitative research conducted with instruments such as: a questionnaire, four experiments and five writing strategies checklists. The paper has to do only with students whose mother tongue is Albanian. The participants involved in this study composed different genres of paragraphs in their L1 and FL. The findings suggest that students' attitudes toward the involvement of their L1 in FL writing were mostly negative. When asked to work on special tasks involving translation, these tasks were not preferred by these students compared to the direct mode. However, when writing directly in English, they often unconsciously reverted to (or were thinking in) Albanian. Thus making space for substratum transfer, which was both positive and negative.
Seminar paper from the year 2011 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 1,0, University of Bamberg (Lehrstuhl für Didaktik der englischen Sprache und Literatur), course: Task based language learning and teaching, language: English, abstract: Although it is undisputable that task-based language learning and teaching seems to be an interesting and varied methodology regarding language classrooms, there may arise some difficulties when trying to implement this approach. One of the most challenging issues within task-based approaches is considered to be the students’ use of the mother tongue. This term paper aims to examine how to deal with mother tongue use in a task-based classroom, how to encourage target language use and finally, how mother tongue use is compatible with task-based approaches

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