Masters Thesis

Systematic review: The effect of topic-prominence on second language acquisition and pedagogical suggestions for ESL/EFL instructors

[ABSTRACT ONLY; NO FULL TEXT] Second language (L2) learners make various types of errors in the classroom, and L2 instructors use numerous strategies to address them. Although much previous research has examined both interlingual and intralingual errors, few studies have been conducted on cross-linguistic interference and classroom-based suggestions with a focus on topic-prominent languages. The purpose of this review is to explore a variety of errors that result from characteristics of topic-prominence and provide pedagogical suggestions for ESL and EFL instructors. First, the distinction between topic-prominence and subject-prominence was established. Through a review of previous studies, L2 learner errors potentially affected by the cross-linguistic interference of topic-prominence properties were examined to identify what types of errors learners make under these parameters. Next, based on the error types identified from my review, pedagogical advice is provided; (e.g., teaching methodologies, strategies, and ideas). Results from this systematic review show that L2 learners indeed transfer a variety of characteristics of topic-prominence when learning English, resulting in very particular patterns involving topic-marking, null subjects/objects, passive constructions, and existential constructions; as well as affecting other aspects of language learning as well. Additionally, there are numerous pedagogical strategies that can potentially be used to address these learner errors caused by interference of topic-prominence. It is through this review that ESL and EFL instructors who teach speakers of various topic-prominent languages can be better equipped to address these kinds of interlingual errors in a more effective and systematic manner so that students may be able to unlearn topic-prominence features when learning English.

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