UCLA

This study was conducted to identify, quantify, and compare the types and number of negative transfer errors in the written essays of HL and L2 learners of Russian, particularly to categorize all instances of negative transfer. It was also focused on determining which linguistic subsystem is most influenced by negative transfer from English to Russian. This study added a new dimension to the current linguistic knowledge concerning negative transfer and the literature available in the area of Russian language pedagogy. Sixty HL and 60 L2 learners of Russian of the intermediate mid level of proficiency enrolled in Russian language classes at UCLA participated in the study. Written essays submitted for the ACTR National Post-Secondary Russian Essay Contest on four topics were used as the primary data source.

The most important finding from this research was that HL learners produced twice as many negative transfer errors as did L2 learners of Russian. Other important findings of the study reinforced the idea that writing in Russian showed the influence of English linguistic structures in four subsystems: lexical, semantic, syntactic, and orthographic. The research returned empirical evidence that, for both groups of learners, lexical and semantic subsystems were more vulnerable to the English-based linguistic structures than syntax and orthography.

Conclusions from this study hold pedagogical implications for Russian language instruction. For example, comprehensible meaning-focused input at the vocabulary level should be a part of the curriculum and material design. Guidelines were offered for creating comprehensive instructional intervention and productive activities that can strengthen vocabulary development and assist learners in minimizing and overcoming negative language transfer.