LANGUAGE LEARNING AND TRANSFER: DOES A SIMILAR L1 FACILITATE L2 ACQUISITION?
Abstract
This study explores the influence of a learner’s first language (L1) on second language (L2) acquisition through the lens of the Contrastive Analysis Hypothesis (CAH). It examines how linguistic similarities and differences between Russian (L1) and English (L2) impact grammar acquisition and error patterns. Using qualitative research methods, including observations and interviews, a case study was conducted on a female Russian-speaking participant learning English as an L2. Findings reveal that positive transfer facilitates learning when linguistic structures align, while negative transfer leads to persistent grammatical difficulties, particularly with articles, auxiliary verbs, and tense sequencing. These results align with interlanguage theory and Krashen’s SLA framework, which suggest that L2 acquisition follows a structured developmental process shaped by L1 influence. The study highlights the effectiveness of contrastive analysis and error analysis in predicting and addressing learners’ difficulties. Targeted instructional activities, such as reading exercises, structured handouts, and real-life applications, contributed to the participant’s improvement in L2 competence. The research underscores the pedagogical significance of linguistic comparison in SLA and its role in designing effective teaching strategies. By integrating contrastive analysis and corrective feedback, educators can better address learners’ challenges and enhance proficiency.
Keywords
Second Language Acquisition (SLA), Contrastive Analysis Hypothesis (CAH), Interlanguage, L1 Transfer, Russian-English Bilingualism, Grammar Acquisition, Error Analysis, Language Pedagogy, Cognitive Mechanisms in SLA, Cross-Linguistic Influence.How to Cite
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