Dòng Nội dung
1
Ảnh hưởng của Tiếng Việt đối với việc thụ đắc và sử dụng Tiếng Anh của người Hà Nội = The influence of Vietnamese on English acquisition and use by the hanoians / Nguyễn Huy Kỷ. // Ngôn ngữ và đời sống. 2015, Số 3 (233).
2015
tr. 35-44

In the academic paper, the author will concentrate on the influence which may appear when a language user is learning English; when he tries his best to recall and use what he has previously learnt; and when he makes an effort to construct a compound word or an expressionb that has not been learnt as a unit of infomation for authentic communication. As a learning process, language transfer supports the learner’s selection and remodelling of language input as he progresses in the development of his interlanguage knowledge. As a production process, language transfer is involed on the learner’s retrieval of the knowledge and in his efforts to linguistically bridge those gaps in his knowledge that cannot be side-stepped by avoidance. Thus, it will be usefull to briefly consider how languages differ in the ways of cross-linguistic influence.
2
Cross-linguistic influence in an oral translation task by L3 French learners. / Maarit Mutta. // LIA language, interaction and acquisition. 2014, Vol. 5, No. 1.
John Benjamins Publishing Company, 2014.
282-313p ; 24 cm.

This article addresses multilingual students’ lexical retrieval in L3 French at the university level. The aim was to study how Finnish L3 learners construct the meaning of cognate words that induce a high probability of cross-linguistic or intra-linguistic influence. The task was to orally translate 40 French words into L1 words (Finnish). These words were used to deliberately activate L3, L2 or L1 cognates. The corpus consisted of the productions of 12 first-year students (480 cases). The results show that participants gave the correct answer to a given word in 40% of cases. The results also show that intra-linguistic influence is the most probable source of both negative and positive effects and that cross-linguistic influence from L2 English was more important than that of L1. Nevertheless, well-learned common words seemed to resist this (combined) cross-linguistic influence. On the basis of the task, it can be concluded that cross-linguistic influence can vary considerably and that the source of the influence is not always clear. The analysis also revealed that on an oral translation task, the participants had recourse to different strategies based on form or form and meaning at various levels of success.