Editing Language transfer (section)

===Negative transfer===
Within the theory of [[contrastive analysis]], the systematic study of a pair of languages with a view to identifying their structural differences and similarities, the greater the differences between the two languages, the more negative transfer can be expected.<ref>Lennon, P. (2008). Contrastive analysis, error analysis, interlanguage. In S. Gramley & V. Gramley (Eds.), ''Bielefeld Introduction to Applied Linguistics'' (pp. 51-60). Bielefeld, Germany: Aisthesis.</ref> For example, in [[English language|English]], a preposition is used before a day of the week: "I'm going to the beach ''on'' Friday." In [[Spanish language|Spanish]], instead of a preposition the definite article is used: "Voy a la playa el viernes." Novice Spanish students who are native English-speakers may produce a transfer error and use a preposition when it is not necessary because of their reliance on English. According to Whitley, it is natural for students to make such errors based on how the English words are used.<ref>{{cite book|last=Whitley|first=M. Stanley |title=Spanish-English Contrasts: A Course in Spanish Linguistics|url=https://books.google.com/books?id=yyqU_tXek1EC&pg=PA358|access-date=12 May 2013|year=2002|publisher=Georgetown University Press|isbn=978-0-87840-381-3|page=358}}</ref> Another typical example of negative transfer concerns [[German language|German]] students trying to learn English, despite being part of the same [[Germanic languages|Germanic language family]]. Since the German noun "Information" can also be used in the plural – "Informationen" – German students will almost invariably use "informations" in English, too, which would break the rules of [[uncountable noun]]s.<ref>{{cite book|last=Wahlbrinck |first=Bernd (2017) |title= German-English Language Interference: 56 Innovative Photocopiable Worksheets for Teachers & ESL Students|isbn=978-3-00-057535-8|year=2017 |publisher=Tumbleweed Edition }}</ref>
From a more general standpoint, Brown mentions "all new learning involves transfer based on previous learning".<ref name=Bransford>Bransford , J. D., Brown, A. L., & Cocking, R. R. (2000). ''[[How People Learn: Brain, Mind, Experience, and School (expanded edition)|How people learn: Brain, mind, experience, and school]]''. (Expanded ed., [http://www.csun.edu/~SB4310/How%20People%20Learn.pdf PDF]). Washington D.C.: National Academy Press, {{ISBN|0309070368}}.</ref> That could also explain why initial learning of L1 will impact L2 acquisition.<ref>{{Cite journal |last1=Alfaifi |first1=Abdullah |last2=Saleem |first2=Mohammad |date=2024 |title=Negative transfer and delay in proficiency development: L1 influenced syntax issues faced by Arab EFL learners |url=https://doi.org/10.30564/fls.v6i4.6664 |journal=Forum for Linguistic Studies |volume=6 |issue=4 |pages=42–57 |doi=10.30564/fls.v6i4.6664 |issn=2705-0602|url-access=subscription }}</ref>