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Native language effects in learning second-language grammatical gender: a training study.

Kristin Lemhöfer1, Herbert Schriefers, Iris Hanique

  • 1Donders Institute for Brain, Cognition, and Behaviour-Centre for Cognition, Radboud University Nijmegen, Nijmegen, The Netherlands. k.lemhofer@donders.ru.nl

Acta Psychologica
|July 6, 2010
PubMed
Summary
This summary is machine-generated.

German speakers learning Dutch show significant cross-language influence in word gender acquisition. Training reduces errors, but initial certainty doesn't hinder learning, highlighting pervasive first language transfer.

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Area of Science:

  • Psycholinguistics
  • Second Language Acquisition

Background:

  • Cross-language transfer is a key factor in second language (L2) learning.
  • Understanding how native language (L1) influences L2 grammatical features like gender is crucial.

Purpose of the Study:

  • To investigate cross-language influences on Dutch word gender acquisition by native German speakers.
  • To examine the impact of gender compatibility and cognate status on L2 gender representation and learning.

Main Methods:

  • Participants (native German speakers) named pictures in Dutch using gender-marked noun phrases.
  • Training involved feedback on noun gender accuracy.
  • Stimuli varied in gender compatibility and cognate status with German.

Main Results:

  • Cross-language gender compatibility and cognate status significantly affected accuracy, certainty, and consistency.
  • Training with feedback halved gender errors, with similar effects across item conditions.
  • Incorrect gender responses, regardless of initial certainty, were similarly modifiable.

Conclusions:

  • Cross-language transfer profoundly impacts L2 gender representation and acquisition.
  • Feedback effectively reduces L2 gender errors, irrespective of initial certainty.
  • The findings underscore the pervasive influence of L1 on L2 learning, even for complex grammatical features.