ABSTRACT

The article discusses the results of a study of L1 proofreading competence conducted among young adult native speakers of Polish who acquired English through formal education at school and university in Poland. Students with various levels of proficiency in English were asked to make acceptability judgements for Polish structures presented to them in writing. The results confirm the hypothesis that competence in L2 English exerts an influence on judgements of well-formedness of linguistic expressions in L1 Polish. Students with the strongest and weakest language skills in L2 English demonstrated significantly higher competence in detecting non-standard constructions in L1 Polish than students with intermediate L2 proficiency. The largest disparity appeared in the area of lexical semantics. A reinterpretation of the results of a similar study by Sunde and Kristoffersen. [2018. Effects of English L2 on Norwegian L1. Nordic Journal of Linguistics 41, no. 3: 275–307] conducted in Norway is proposed to explain the difference in the findings. The article proposes possible explanations for why strongest cross-lingual influence occurred in students who showed intermediate competence in English, and discusses the potential implications of the findings for language teaching on the one hand, and normative language attitudes on the other.

摘要

本文讨论了在波兰的学校和大学通过正规教育获得英语的以波兰语为母语的年轻成人进行的 L1 校对能力研究的结果。要求具有不同英语水平的学生对以书面形式呈现给他们的波兰结构做出可接受性判断。结果证实了这样一个假设，即二语英语的能力对一语波兰语中语言表达形式的判断产生影响。L2 英语语言技能最强和最弱的学生在检测 L1 波兰语中的非标准结构方面表现出明显高于具有中等 L2 熟练程度的学生的能力。最大的差异出现在词汇语义领域。Sunde 和 Kristoffersen 对类似研究结果的重新解释。[2018 年。英语 L2 对挪威语 L1 的影响。北欧语言学杂志41，没有。3: 275–307] 建议在挪威进行以解释调查结果的差异。本文提出了可能的解释，为什么在英语能力中等的学生中出现最强的跨语言影响，并讨论了这些发现一方面对语言教学的潜在影响，另一方面讨论了规范的语言态度。