The interference of first language towards writing in English as second language (IR)
This study was aimed to analyze and evaluate the extent of interference of Ll (Tamil) in L2 (English) ESL writing. The SLA Threshold model was employed based on the constituents of behaviorist and mentalist theories. The study analyzed the phenomena and the contributing variables as a result of the...
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| Format: | thesis |
| Language: | eng |
| Published: |
2016
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=3705 |
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| Summary: | This study was aimed to analyze and evaluate the extent of interference of Ll (Tamil) in L2 (English) ESL writing. The SLA Threshold model was employed based on the constituents of behaviorist and mentalist theories. The study analyzed the phenomena and the contributing variables as a result of the interference. The relationship between phenomena and contributing variables were also studied. Mixed method approaches with a concurrent triangulation design were used for this study. A number of 60 pre-service teachers in a teacher education institution in Ipoh were chosen using purposive sampling method as studied samples. Three research instruments were employed which are a questionnaire, a protocol interview and document analysis. Data were analyzed using descriptive and inferential analysis. Descriptive analysis describes the extent of interference in the ESL writing while inferential statistics which involved a Pearson and Spearman correlation analysis explains the differences and relationship between the studied variables. The findings showed that there were significant inaccurate syntax and morphology patterns in the ESL writing due to interference of mother tongue and strategies used by the subjects. Pearson correlation analysis showed a significant relationship between the application of strategies and the ESL writing. As a conclusion, there were contributing variables which resulted from the application of strategies of the writing. The study implicates that the use of a pedagogical methodology based on behaviorist theory can promote practical and interactive activities to teach in an ESL context. |
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