Cognitive factors in learning: transfer, interference and overgeneralization

COGNITIVE FACTORS IN LEARNING: TRANSFER, INTERFERENCE AND OVERGENERALIZATION

Cognition is the process of knowing, understanding and learning something. Simply, it is closely related to mind and perception. Therefore, cognitive factors in learning languages are divided into the following subtopics: transfer, interference and overgeneralization.

• Cognition is the process of knowing, understanding and learning something. Simply, it is closely related to mind and perception. Therefore, cognitive factors in learning languages are divided into the following subtopics: transfer, interference and overgeneralization.

transfer

• Transfer is the transmission of previous performance or knowledge to subsequent learning. It can be positive and negative.

Positive transfer is based on identical points between source and target language which benefits easier acquisition of second language owing to its similar characteristics with mother tongue.

• Positive transfer is based on identical points between source and target language which benefits easier acquisition of second language owing to its similar characteristics with mother tongue.
• For example, word order in both English and French is on the basis of Subject + Verb+ Object which encourages language learners to easily acquire this structure and apply them in their language performance:

Table #1

• Table #1
• English French
• I am a student Je suis un ẻtudiant
• In the contrary, in Eastern languages as well as in Uzbek, we are supposed to use object between subject and verb that is totally opposite structure from above-mentioned languages.

Positive transfer

In addition, there is existence of three types of third person in both English and Russian languages that makes it easier for Russians to make up sentences with this structure.

Table #2

English Russian

he он

she она

it оно

Overall, positive transfer only aids students to burgeon their learning process. However, the outcomes of positive transfer go largely without great attention and are not frequently speculated.

Negative transfer befalls when previous performance interrupts the performance in a target language. In other words, first language causes as sources of errors when learners inadequately apply certain language items or structures that are not identical in both languages. It falls into two big types as interference and overgeneralization.

• Negative transfer befalls when previous performance interrupts the performance in a target language. In other words, first language causes as sources of errors when learners inadequately apply certain language items or structures that are not identical in both languages. It falls into two big types as interference and overgeneralization.

Negative transfer

Inference takes place when a learner mistakenly applies knowledge from one system to another. Presumed formula of inference in language learning can be given in that way:

• Inference takes place when a learner mistakenly applies knowledge from one system to another. Presumed formula of inference in language learning can be given in that way:
• L1 L2 L2 L1
• Interference can be observed in the following levels of the languages:
• Table: #3
• Words in Uzbek Incorrect translation due Correct version
• to L1interference
• derazadan qaramoq look from window Look through window
• Hech narsaga tegmang Don`t touch nothing Don`t touch anything!
• ozod qilmoq make free Set free

In Japanese, there is no sound “l”, therefore Japanese people pronounce the word “love” as “robi”; In Uzbek, silent sounds occur mainly with constants, thus when Uzbek learners pronounce words as “write”, “scope” and “wide”, they forget about silent vowels in English and pronounce last “e” as well. Consequently, mispronounced words cause mistakes in the target language.

• In Japanese, there is no sound “l”, therefore Japanese people pronounce the word “love” as “robi”; In Uzbek, silent sounds occur mainly with constants, thus when Uzbek learners pronounce words as “write”, “scope” and “wide”, they forget about silent vowels in English and pronounce last “e” as well. Consequently, mispronounced words cause mistakes in the target language.

Phonetics

Another type of negative transfer is overgeneralization. It is a particular subset of generalization. One of the most significant characteristics of overgeneralization is that it occurs only within one language. For example, English language learners have the following samples of overgeneralization:

Another type of negative transfer is overgeneralization. It is a particular subset of generalization. One of the most significant characteristics of overgeneralization is that it occurs only within one language. For example, English language learners have the following samples of overgeneralization:

the formation of plural forms in nouns:

• the formation of plural forms in nouns:
• a flower – five flowers
• however, in English, some nouns` plural forms are arranged by changing their roots rather than adding some suffixes.
• For example, a tooth – six teeth, a man – ten men and etc.
• Learners overgeneralize one rule to all types of nouns that exist in English, in other words, they forget about exceptions.

past form of verbs: some verbs are formed by adding –d(ed) while others are created by changes in their roots. to laugh – laughed, to sing – sang. Even though learners learn by heart “Regular and Irregular list of verbs”, they sometimes make some mistakes owing to overgeneralization of certain rules in their target language.

• past form of verbs: some verbs are formed by adding –d(ed) while others are created by changes in their roots. to laugh – laughed, to sing – sang. Even though learners learn by heart “Regular and Irregular list of verbs”, they sometimes make some mistakes owing to overgeneralization of certain rules in their target language.

In conclusion, it can be stressed that cognitive factors play an important role in second language acquisition. Transfer impacts positively to our learning process while interference and overgeneralization slows down this procedure. The more learners practice, the less they make these errors due to two latter causes.

• In conclusion, it can be stressed that cognitive factors play an important role in second language acquisition. Transfer impacts positively to our learning process while interference and overgeneralization slows down this procedure. The more learners practice, the less they make these errors due to two latter causes.