Contents Introduction Mainpart

Contents
Introduction……………………………………….....………..………....2
Mainpart
1. Cross-linguistic influence in studies on second language acquisition………………...........................................................................6
2. Evidence on word order changes from earlier studies..........................10
3. Differences in input. Chunks and schemas…………………………………………14
Conclusion………………………………………….……........................20
References………………..........................................................................21

Introduction
The purpose of the present study was to bring together the evidence on possible cross-linguistic transfer in word order from two different perspectives: a transfer as an apparent obstacle in second language acquisition, and a transfer as a cause of attrition of the native language. The relationship between the same two languages in a contact situation was investigated. Since the majority of studies on cross-linguistic influence were done in either of these two fields, there was a challenge to incorporate two studies in the framework of the same research and not to damage its integrity. The paper is structured as follows. After an account of the literature on cross-linguistic influence as it is reflected in both fields, recent findings on word order transfer are reported. A brief comparative analysis of word order in Russian and English is followed by the results of the longitudinal case study. Then findings from the experimental cross-sectional study are presented. It is relatively easy to list the differences between the acquisition of first and second languages. In first language acquisition children are acquiring knowledge about the world at the same time that they are acquiring language. Second language learners bring knowledge of the world to the task of learning new ways to talk about the world. First language learners receive hours of naturalistic exposure to language from caregivers who scaffold their development (Tomasello & Brooks 1999). Exposure to the target language for second language learners varies, both in quantity and in quality, depending upon whether the learner is a child in a multilingual family, a pupil in a classroom, an immigrant at a workplace, a spouse in a new country or a student in a foreign university, etc. Children are predisposed to become native speakers of the language(s) spoken around them. The outcome of second language learning depends on a myriad of factors – age, input, L1 and L2 proximity or distance, motivation, individual differences in memory, in personality, etc. However, both first and second language learners are faced with the same problem – how to map form and function to produce meaningful utterances based upon their language experiences (N. Ellis 2002 ; Lieven & Tomasello 2008), which, for an L2 learner are diverse depending both upon the individual learner and the learning situation1. Recent accounts of language learning have emphasized that learners build language based upon ‘usage events’ - particular utterances in particular contexts (cf. the volume edited by Robinson & Ellis 2008). Nativist views of language acquisition propose that learners bring innate abstract grammatical knowledge (Universal Grammar) to the task of language learning. Differences between input for L1 and L2 learners are quite numerous and concern both quantity and quality. It has been estimated that a 2- to 3-year-old child in an English speaking environment is exposed to about 5,000 to 7,000 utterances a day (Cameron-Faulkner, Lieven & Tomasello 2003). Pearson, Fernández, Lewedeg & Oller (1997) were able to establish clear correlations between amount of language exposure and lexical development in bilingual children. Quantity of input differs, but so does quality of input. Child-directed speech (CDS) is highly repetitive and filled with child-centred questions and comments. CDS, in comparison to adult-directed speech, is described as being syntactically simpler, more grammatical, limited in vocabulary as well as in complexity, more fluent, fine tuned and geared to the child’s particular interests. Although variability is observed across languages and cultures for L1 learners (Ochs & Schieffelin 1994), this variability is not as important as it is for L2 learners whose learning environments are extremely diverse, depending upon, for example, whether the learner is immersed in the target language environment or is learning in a classroom or alone with a book or a computer. On May 6, under the chairmanship of President Shavkat Mirziyoyev, a video selector meeting was held regarding measures to improve the system of teaching foreign languages.in all schools next year. Such works are also organized in Russian, German, Korean, Chinese and French languages. 1 million soums will be allocated from the budget to each foreign language teacher so that they can keep up with changes in the field, buy new literature and manuals. The Ministry of Preschool Education, in cooperation with UNICEF, was tasked with developing and implementing a methodological guide on teaching foreign languages ​​to children under 7 years of age. At the meeting, special attention was paid to the issue of training specialists in the higher education system. Today, it was shown that 78 percent of professors and teachers in universities have an unsatisfactory level of knowledge of foreign languages. It was noted that starting from the new academic year, the number of admission quotas for foreign languages ​​will be doubled to 16,000 and the state grant will be tripled. At the same time, starting from next year, the requirement to have an international certificate in foreign language will be introduced for those entering master's and doctoral studies. Teaching of specialized subjects in foreign languages ​​is gradually introduced in higher educational institutions. Free use of foreign textbooks and manuals on natural and technical sciences will be established. In order to increase the scientific-pedagogical potential of foreign language teaching, 20 places per year are allocated for foreign doctoral studies through the "El-Yurt Umid" fund. The importance of strengthening cooperation with foreign organizations such as British Council, Goethe Institute, French Alliance, KOIKA, JAYKA, Confucius Institute, and expansion of non-governmental educational centers was noted. It was emphasized the need to support language learning in every ministry, office, state-owned company and large private enterprises, to set a day of the week and create conditions for learning foreign languages. Assignments were also given on the creation of language teaching video lessons, films and shows, and the development of electronic programs. Official leaders and teachers expressed their opinions at the video selector meeting.