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Language transfer (also known as L1 interference, linguistic interference, and crosslinguistic influence) is most commonly discussed in the context of English language learning and teaching, but it can occur in any situation when someone does not have a native-level command of a language, as when translating into a second language.
The SMART-1 Mission [28] passed through the L 1 Lagrangian Point on 11 November 2004 and passed into the area dominated by the Moon's gravitational influence. Earth–Moon L 2 has been used for a communications satellite covering the Moon's far side, for example, Queqiao , launched in 2018, [ 29 ] and would be "an ideal location" for a ...
The order of acquisition is a concept in language acquisition describing the specific order in which all language learners acquire the grammatical features of their first language (L1). This concept is based on the observation that all children acquire their first language in a fixed, universal order, regardless of the specific grammatical ...
Language attrition is the process of decreasing proficiency in or losing a language. For first or native language attrition, this process is generally caused by both isolation from speakers of the first language ("L1") and the acquisition and use of a second language ("L2"), which interferes with the correct production and comprehension of the first.
Crosslinguistic influence (CLI) refers to the different ways in which one language can affect another within an individual speaker. It typically involves two languages that can affect one another in a bilingual speaker. [1] An example of CLI is the influence of Korean on a Korean native speaker who is learning Japanese or French.
Individual factors like age, motivation, and personality also influence SLA, as seen in discussions on the critical period hypothesis and learning strategies. In addition to acquisition, SLA explores language loss, or second-language attrition , and the impact of formal instruction on learning outcomes.
This variability arises from different relative influences on the interlanguage UG, such as existing L1 knowledge and UG constraints. An example of a UG constraint is an island constraint, where the wh-phrase in a question has a finite number of possible positions. Island constraints are based on the concept that syntactical domains in a ...
The foundational linguistic skills acquired during L1 learning are also utilized during L2 learning, meaning pre-existing L1 knowledge influences incoming L2 knowledge. Going in the other direction, an L2 user's interlanguage can also influence their L1 knowledge, a process known as "reverse transfer". [8]