CROSS-LINGUISTIC TRANSFER IN ORAL L2 PRODUCTION OF CROATIAN L1 SPEAKERS LEARNING ITALIAN AS A FOREIGN LANGUAGE

CROSS-LINGUISTIC TRANSFER IN ORAL L2 PRODUCTION OF CROATIAN L1 SPEAKERS LEARNING ITALIAN AS A FOREIGN LANGUAGE

Rugo, Maria
Ordulj, Antonia

The acquisition process of the target language is characterized by the complexity of linguistic rules in learner’s L1 and linguistic purposes of that particular language. This process accomplishes a system called interlanguage (Selinker, 1972). In this system the linguistic transfer, especially a negative one, often causes a large number of cross-linguistic deviations in the target language. (Medved Krajnović, 2010). Previous research on L1 interference in the acquisition and production of Italian as a foreign language has shown that many different linguistic transfers take place at lexical, phonological, grammatical and morphological levels (Alujević Jukić & Brešan, 2010; Sironić Bonefačić, 1990). In this paper we focus on the negative transfer of lexical elements from L1 Croatian to L2 Italian by analyzing the most frequent errors occurred in the oral productions of a group of intermediate (CEFR levels B1-B2) Croatian-speaking learners (approximately 40 students). Our analysis shows that the Croatian L1 significantly affects the choice of lexical structures and words in Italian L2. Indeed, during the oral production in L2 language, we noticed that errors are mostly calques, substitutions and use of lexical structures based on L1 linguistic model. The examination of the negative transfer reveals useful to draw both didactic and learning suggestions, which can be beneficial for the whole language learning process. For learners, the implication is the possibility of developing and strengthening a strategy to memorize lexical words and structures. In doing so, they can be helped by different activities during the lesson, such as contrastive demonstrations of errors in both the languages involved, cloze tests, as well as presentations of the texts that are being studied. We therefore suggest that teachers should model their didactic approach by focusing more on systemic errors related to the structures already learnt by the student (Cattana Nesci, 2004).

Article
PeerReviewed

International Burch University

2015-12

2958