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The objective of the present study was to find out whether the monolinguals and bilinguals learning English as a foreign language in Iran commit similar or different errors in learning the different types of the genitive case. A total number of 120 male and female English learners at three levels of English proficiency took part in the study. Out of these participants, 60 were monolinguals whose native language was Persian and 60 were bilinguals who spoke Turkish as the first language and Persian as the second one. They were selected randomly from different Iranian EFL learning institutes. To collect the learners’ errors, a genitive test based on possible errors due to interference from Turkish and Persian language was designed and administered. To ensure the reliability of the test, the internal consistency of ‘Chronbach’s Alpha’ was employed. The errors of the two groups (Monolinguals & Bilinguals) were identified and classified according to the different types of genitive case. Then, the sources of the errors were established by the principles of ‘error analysis’. The results indicated that both groups committed similar errors, though to a varying degree. The sources of errors seem to be attributed to transfer from both Turkish and Persian language. Another finding is that, the similarities between languages, either between Persian and English or between Turkish and English did not prevent their speakers from committing errors; in conclusion, the idea of positive transfer due to similarities between native and target language needs to be treated cautiously. This study confirms the effect of the negative transfer from both the mother tongue and the second language on the target language.
English language teaching and linguistics studies
Acquisition of Genitive Case by Bilingual Guilaki-Persian English Learners2022 •
The most difficult topic for both foreign students and students of Turkish origin is the case suffixes. Turkish and English or French are not languages of the same language family. However, in the case of dialects in the same language family as Turkish, the situation is not different. The same applies to Kyrgyz students. Although most of the verbs take the same case suffixes both in Turkish and Kyrgyz languages, some verbs such as gurur duy-[to be proud of], beğen-[to like], kutla-[to congratulate] take different case suffixes leading negative transfer of native language, which negatively affects learning. There were 36 Kyrgyz students in total with A2 language level in Turkish, 26 of whom are at the Banking Department and 13 of whom are at Tourism Department. In the questionnaire applied to the students who learn Turkish through measuring the information, 24 sentences were given and it was stated that the participants should use only one of the four case suffixes (accusative, dative, locative, ablative). As a result of the questionnaire study, it was revealed that most errors were made in the dative case, and the fewest errors were made in the accusative case. It has been determined that the main cause of the errors made is the negative transfer from the mother tongue. In this study, we have identified the errors that Kyrgyz students made while using case suffixes, and we have discussed their reasons and suggested solutions.
International Journal of Corpus Linguistics
The genitive alternation in Chinese and German ESL learners: Towards a multifactorial notion of context in learner corpus research2013 •
The genitive case is predominantly used for showing possession. With nouns, it is usually created by adding (’s) to the word or by preceding it with of. Possession is a universal domain, since every human language makes use of conventionalized expressions for it. The case of subjective and objective genitive, mainly as regards the genitive case (’s) and the use of the preposition of, can cause some confusion for Arabic learners of English in terms of which construction they should be using (’s genitive or of-construction) when they come across such situation. The aim of this work is to provide a thorough study of these two types of genitive (subjective and objective) in terms of the their use among Arabic speakers and which construction is more preferable and more used. It starts with a background and a general overview of the genitive construction (including definitions, examples, and comparisons of some parts of the genitive in both languages). After that, I will provide a whole description of the experiment with all its steps (including the aim, method, participants, methodology, materials, and results). Finally, a conclusion that summarizes the findings and the whole study will be provided in the end of the article.
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