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Journal of  Foreign Language Teaching and Translation Studies
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Volume Volume 3 (2014)
Volume Volume 2 (2013)
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Issue Issue 1
Volume Volume 1 (2012)
Momenzade, M., Youhanaee, M. (2013). The Count/Mass Distinction and the English Article System at the Interface: On the Learnability of Interpretable Features by Persian-Speaking Learners. Journal of Foreign Language Teaching and Translation Studies, 2(2), 91-102. doi: 10.22034/efl.2013.79203
Marjan Momenzade; Manijeh Youhanaee. "The Count/Mass Distinction and the English Article System at the Interface: On the Learnability of Interpretable Features by Persian-Speaking Learners". Journal of Foreign Language Teaching and Translation Studies, 2, 2, 2013, 91-102. doi: 10.22034/efl.2013.79203
Momenzade, M., Youhanaee, M. (2013). 'The Count/Mass Distinction and the English Article System at the Interface: On the Learnability of Interpretable Features by Persian-Speaking Learners', Journal of Foreign Language Teaching and Translation Studies, 2(2), pp. 91-102. doi: 10.22034/efl.2013.79203
Momenzade, M., Youhanaee, M. The Count/Mass Distinction and the English Article System at the Interface: On the Learnability of Interpretable Features by Persian-Speaking Learners. Journal of Foreign Language Teaching and Translation Studies, 2013; 2(2): 91-102. doi: 10.22034/efl.2013.79203

The Count/Mass Distinction and the English Article System at the Interface: On the Learnability of Interpretable Features by Persian-Speaking Learners

Article 5, Volume 2, Issue 2, Autumn 2013, Page 91-102  XML PDF (364.91 K)
Document Type: Original Article
DOI: 10.22034/efl.2013.79203
Authors
Marjan Momenzade email 1; Manijeh Youhanaee2
1Sheikhbahaee University
2University of Isfahan
Abstract
Problems in appropriately using the article system in English are globally known simply because they are observed in learners with different L1 backgrounds. The present study is dedicated to an investigation of the nature and degree of such problems when it comes to using articles for mass nouns by Persian-speaking learners. Data is elicited and analyzed from three proficiency groups. It is shown that even highly advanced learners do not have native-like mastery over the issue. It is also shown that L1 transfer is present in many cases of error. Explicit contrastive instruction based on the two languages is suggested as a more efficient way out. The results are also discussed within the framework of the Interpretability Hypothesis as they do not seem to support it.
Keywords
Definite article; indefinite article; count/mass distinction; L1 transfer; interpretability hypothesis
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