27 August 2010
ELT in Japan Issue #3 (August 2010) Feature 3: Writing Systems Across Languages and Cultures: Implications for Language Teaching and Learning
ELT in Japan, Issue #3 (August 2010)
Feature 3: Writing systems across languages and cultures: Implications for language teaching and learning
Charles Jannuzi, University of Fukui, Japan
TESOL practitioners anticipate some degree of interference from the native language of their students. The explanatory power of L1 interference and contrastive analysis has been de-emphasized in recent theory and research. Nor can we think that all linguistic, meta-linguistic and literacy transfer effects have a negative impact on L2 acquisition. However, if the students' first language is not closely related to English nor English widely used in the native culture (i.e., EFL situations or in some ESL countries where English is a minority or socially limited language), we might reasonably expect a longer initial 'latent' stage.
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