Interference and Transfer from the Mother Tongue: Implications for Teaching Methods
Interference and transfer are two related phenomena that occur when learners use their knowledge of their native language (L1) to learn a second language (L2).
* Interference occurs when L1 rules and patterns negatively impact L2 learning, leading to errors.
* Transfer, on the other hand, can be positive or negative. It happens when L1 knowledge is applied to L2, sometimes leading to accurate use of L2 structures, but also potential errors due to differences between the languages.
Understanding these phenomena is crucial for effective teaching methods. Here are some implications:
1. Awareness and Explicit Instruction:
* Teachers should be aware of common areas of interference and transfer between L1 and L2. This requires knowledge of both languages.
* Explicitly teaching learners about the differences and similarities between L1 and L2 can minimize negative transfer and promote positive transfer.
* Examples:
* Pointing out differences in verb conjugation between English and Spanish.
* Emphasizing the importance of word order in English, unlike in Chinese.
2. Focus on L2 Structures:
* While acknowledging the role of L1, teachers should prioritize teaching and practicing L2 structures and patterns.
* Avoid directly translating from L1 to L2, as this may encourage interference and hinder fluency.
* Example:
* Instead of teaching the English phrase "I am hungry" by translating from Spanish, focus on explaining the grammatical structure of the present continuous tense and practice using it with various verbs.
3. Error Analysis and Corrective Feedback:
* Teachers should carefully analyze learner errors to determine whether they stem from interference or transfer.
* Provide targeted corrective feedback that focuses on the specific L2 structure being targeted.
* Example:
* If a learner says "I go to the store yesterday", explain that the past tense in English requires "went", not "go", and emphasize the use of past tense verbs in different contexts.
4. Utilize Learners' L1 Knowledge:
* While avoiding direct translation, teachers can use L1 knowledge strategically to facilitate learning.
* Example:
* Using cognates (words with similar spelling and meaning) to build vocabulary.
* Relating grammar concepts in L2 to similar concepts in L1.
5. Create a Supportive Environment:
* Encourage learners to share their L1 experiences and language knowledge.
* Create a safe and non-judgemental learning environment where learners feel comfortable making mistakes and learning from them.
6. Use Different Teaching Strategies:
* Employ a variety of teaching methods that cater to different learning styles and address different areas of language development.
* This might include visual aids, authentic materials, communicative activities, and explicit grammar instruction.
Conclusion:
By understanding the impact of interference and transfer, teachers can create effective teaching methods that promote positive transfer and minimize negative interference, ultimately leading to successful L2 acquisition. It is vital to be mindful of both the challenges and opportunities presented by learners' native language background to ensure their success in learning a new language.