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Research proposal

This research proposal investigates the influence of first language (L1) on English as a Second Language (ESL) learning, focusing on how L1 phonology, grammar, and vocabulary affect ESL learners. The study aims to identify specific linguistic features of various L1s that impact pronunciation, grammatical accuracy, and vocabulary acquisition, and employs a mixed-methods approach for data collection. The findings are expected to inform more effective teaching methodologies and support systems for ESL learners from diverse linguistic backgrounds.

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Luis Damiao Macie
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31 views

Research proposal

This research proposal investigates the influence of first language (L1) on English as a Second Language (ESL) learning, focusing on how L1 phonology, grammar, and vocabulary affect ESL learners. The study aims to identify specific linguistic features of various L1s that impact pronunciation, grammatical accuracy, and vocabulary acquisition, and employs a mixed-methods approach for data collection. The findings are expected to inform more effective teaching methodologies and support systems for ESL learners from diverse linguistic backgrounds.

Uploaded by

Luis Damiao Macie
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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UNIVERSIDADE SAVE

EXTENSÃO DE MAXIXE
FACULDADE DE LETRAS E CIÊNCIAS SOCIAIS

Curso: LÍNGUA INGLESA (EAD)

THE INFLUENCE OF FIRST LANGUAGE IN ENGLISH LEARNING

TUTOR: BENILDO GEMO

NOME: VICTOR ARNALDO MACHOCO

DECEMBER 06TH, 2024


VICTOR ARNALDO MACHOCO

THE INFLUENCE OF FIRST LANGUAGE IN ENGLISH LEARNING

Work of research proposal to be


submitted to the faculty of Arts and
Social Sciences, in the Course of
English, in the subject of “Iniciação à
Investigação Científica”

TUTOR: BENILDO GEMO

SAVE UNIVERSITY – MAXIXE


DECEMBER 06TH, 2024

1
CONTENTS
1. Research Topic........................................................................................................................4
2. Aims and Objectives...............................................................................................................4
3. Research Questions, Hypothesis, and Rationale.....................................................................4
4. Literature Review....................................................................................................................5
5. Methodology and Data Collection Instruments......................................................................5
6. Conclusion..............................................................................................................................6
References...................................................................................................................................7
Attachments................................................................................................................................8

2
Introduction

Perspectives on language learning and teaching bring a wide range of


important aspects that need to be considered; some of them include culture
and native language. These two features play an important role that might be
overseen once language teachers start instructing. The first language or L1
(regardless of the country) becomes the first source for a learner to
understand how a language works, specially to young learners who are in the
concrete operation phase, as they tend to monitor how they acquire and
learn foreign languages.

Interestingly, the learning of foreign languages helps students to understand


their native one, and they resort to their schemes of L1 to relate to the L2. In
this sense, it is relevant to point the importance of students’ first language
when learning a foreign or second language.

Different researchers, such as Kramsch (1993), Byram and Grundy (2003), and
Pulverness (2003) have recently studied the relationship that exists between
culture and language learning. Holmes cited in Byram and Grundy (2003) for
instance shows how culture is encoded in the conceptual metaphors
speakers of a language are convinced of.

In other words, these encodings are not equal for all languages and for this
reason, language instructors need to be aware of this situation in order to
understand how the students learn, depending on the place they come from
and the language they have as mother tongue.

This article presents a case study which aims at analyzing the influence that
the first language has on the learning of a foreign language and to show
English teachers how to make better lesson plans, more suitable teaching
materials, and more effective instruction

3
1. Research Topic
This research proposal outlines a study investigating the influence of first
language (L1) on English as a Second Language (ESL) learning. Specifically,
it will examine the impact of L1 phonology, grammar, and vocabulary on
ESL learners' pronunciation, grammatical accuracy, and vocabulary
acquisition. The study will focus on identifying specific linguistic features
of various L1s that either facilitate or hinder ESL acquisition.

2. Aims and Objectives


The primary aim of this research is to explore the multifaceted relationship
between L1 and ESL acquisition, focusing on the challenges and
advantages presented by different L1 backgrounds. The objectives are as
follows:
 To identify the specific linguistic features of various L1s that
significantly impact ESL learners' pronunciation.
 To determine the extent to which L1 grammatical structures
influence the acquisition of English grammar by ESL learners.
 To investigate the role of L1 vocabulary in the acquisition of English
vocabulary by ESL learners, including the impact of cognates and
false friends.
 To analyze the correlation between L1 proficiency and the speed and
accuracy of ESL acquisition.

3. Research Questions, Hypothesis, and Rationale


This research will address the following key research questions:
1) How do the phonological systems of different L1s influence the
pronunciation accuracy of ESL learners?
2) To what extent do the grammatical structures of different L1s
facilitate or hinder the acquisition of English grammar by ESL
learners?
3) How does the vocabulary of different L1s, including cognates and
false friends, affect the acquisition of English vocabulary by ESL
learners?
4) Is there a significant correlation between L1 proficiency and the level
of ESL proficiency achieved by learners?
The central hypothesis is that the linguistic features of an L1 significantly
influence the acquisition of English as a second language, with certain L1s
presenting more challenges than others. This hypothesis is based on the
established understanding of the role of transfer, both positive and
negative, in second language acquisition. The rationale for this research
stems from the need for a deeper understanding of the complexities of
ESL learning, which will ultimately inform more effective teaching
methodologies and support systems for ESL learners.

4
4. Literature Review
Extensive research has explored the impact of L1 on ESL learning. Studies
have consistently demonstrated the influence of L1 phonology on
pronunciation, with learners often exhibiting "accent" based on their L1.
For example, learners whose L1 lacks certain phonemes may struggle to
produce those sounds in English. Similarly, grammatical structures in the
L1 can either facilitate or hinder the acquisition of English grammar.
Learners may transfer grammatical patterns from their L1, leading to
errors in English. The role of vocabulary is also crucial, with cognates
(words with shared origins) often facilitating learning, while false friends
(words with similar forms but different meanings) can lead to confusion.
Furthermore, the level of L1 proficiency has been shown to correlate with
ESL proficiency, suggesting that strong L1 skills can provide a foundation
for ESL learning. This literature review will synthesize existing research to
provide a comprehensive overview of the current understanding of the L1-
ESL relationship. Specific studies will be examined to identify common
findings and areas requiring further investigation.

5. Methodology and Data Collection Instruments


This research employed a mixed-methods approach, combining
quantitative and qualitative data collection techniques. The quantitative
component involved administering standardized tests to assess ESL
learners' pronunciation, grammar, and vocabulary skills. These tests were
designed to measure accuracy and fluency. The sample consisted of ESL
learners from diverse L1 backgrounds, ensuring a representative sample.
The quantitative data were analyzed using statistical methods to identify
correlations between L1 characteristics and ESL proficiency. The
qualitative component involved conducting semi-structured interviews
with a subset of the participants to gain a deeper understanding of their
experiences and challenges in learning English. These interviews explored
the learners' perceptions of the influence of their L1 on their ESL learning.
The qualitative data were analyzed using thematic analysis to identify
recurring themes and patterns. The combination of quantitative and
qualitative data provided a rich and comprehensive understanding of the
complex relationship between L1 and ESL acquisition.

5
6. Conclusion
This research will contribute significantly to the field of second language
acquisition by providing empirical evidence of the influence of L1 on ESL
learning. The findings will identify specific linguistic features of various L1s
that impact ESL acquisition, informing the development of more effective
teaching methodologies and support systems. The mixed-methods
approach will ensure a comprehensive understanding of the issue,
incorporating both quantitative and qualitative data. The results will be
valuable for ESL teachers, curriculum developers, and policymakers,
helping to improve ESL education and support for learners from diverse
linguistic backgrounds. Furthermore, the study will highlight the
importance of considering learners' L1 backgrounds when designing and
implementing ESL programs.

6
References

o Cook, V. (2001). Second Language Learning and Language Teaching.

o Gass, S. M., & Selinker, L. (2008). Second Language Acquisition: An


Introductory Course.

o Odlin, T. (1989). Language Transfer: Cross-Linguistic Influence in


Language Learning.

o Ellis, R. (2015). Understanding Second Language Acquisition.

o Lightbown, P. M., & Spada, N. (2013). How Languages Are Learned.

7
Attachments
INTERVIEW PROTOCOL

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