L1-induced errors persist in advanced learners and risk fossilization if learners rely on compensatory communication strategies¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q1
Currency · newest study 1990 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Most of the author's errors came from L1 interference, such as "from your behind" produced by subconscious translation from Chinese. → Yu Liming 1990 q1 i? Advanced learners are likely to fossilize at a proficiency level if content with compensatory strategies such as paraphrase or circumlocution. → Yu Liming 1990 (2)

Evidence¶

Yu Liming 1990¶

Yu Liming. (1990). The Comprehensible Output Hypothesis and Self-directed Learning: A Learner's Perspective. TESL Canada Journal/Revue TESL du Canada, Vol. 8, No. 1. https://eric.ed.gov/?id=EJ420159 doi:10.18806/tesl.v8i1.575

q1 · i? · qualitative · r2

Diary self-study: the author attributes his dominant error type to L1 interference, illustrated by "establish a telephone" and the Feb. 13 "from your behind" error produced by subconscious translation from Chinese.

"In the light of my journal entries, most of my errors come from Ll interference. For example, the incomprehensible output "establish a telephone" was induced by the Chinese equivalent for 'install'."

Yu Liming 1990 (2)¶

Yu Liming. (1990). The Comprehensible Output Hypothesis and Self-directed Learning: A Learner's Perspective. TESL Canada Journal/Revue TESL du Canada, Vol. 8, No. 1. https://eric.ed.gov/?id=EJ420159

q1 · i? · qualitative · r2

Diary-based argument about advanced learners who already have working grammar and vocabulary: without conscious effort to improve communicative performance, reliance on compensatory strategies such as circumlocution risks fossilization.

"they are likely to "fossilize" at one particular proficiency level if they are content with the so-called compensatory communication strategies such as paraphrase or circumlocution as in the case of my circumlocution for "take the call""

Discussion¶

Related Claims¶

• Errors serve as valuable feedback for teachers and learners, but unhandled errors risk fossilization — a broader claim this one bears on
• Morphological and derivational interference in Polish-English deceptive pairs is unidirectional, operating only in translation from Polish into English — related
• Use of a deceptive word need not cause complete misunderstanding, but some semantic affinity in the pair is always necessary for such a translation to be correct — related
• Risk of semantic interference varies systematically across the four relation types, with full contrast always producing faulty translation when a formal replica is used — related
• Learners show no first-language transfer for manner adverbs, judging sentence-final placement acceptable and pre-verbal placement unacceptable despite Chinese word order — reports the opposite
• Learner errors arise from interlingual transfer, intralingual overgeneralization, cultural interference, and communicative strategies — a broader claim this one bears on
• Preselection of grammar points in proactive FOF reduced learners' repetition and fossilization of erroneous forms — related
• The learner's first language influences target-language pronunciation and is a significant factor in foreign accents, causing errors in aspiration, intonation, and rhythm — a broader claim this one bears on