The Grammatical L1 Transfer of Self-Forms Among Asian Learners of English

Kittinata RHEKHALILIT; Pong-ampai KONGCHAROEN

doi:10.66947/pasaa.v72i1.2039

Authors

Kittinata RHEKHALILIT Faculty of Humanities Kasetsart University
Pong-ampai KONGCHAROEN Department of Foreign Languages, Faculty of Humanities, Kasetsart University, Bangkok, Thailand.

DOI:

https://doi.org/10.66947/pasaa.v72i1.2039

Keywords:

learner corpus research, first language transfer, register variation, Asian English learners, reflexive pronouns

Abstract

This study investigates L1 transfer patterns in the use of English selfforms (e.g., myself, yourself) among Thai, Chinese, and Japanese English learners. Using data from the International Corpus Network of Asian Learners of English (ICNALE), we examined 1,268 self-form tokens and compared them to native speaker usage from the British National Corpus. Our analysis focuses on syntactic function in argumentative essays, looking at how learners' L1 influences their use of reflexive versus intensive functions in different syntactic contexts. Initial findings show clear patterns of transfer effects: native speakers primarily use self-forms for reflexive functions in core argument positions, whereas Asian learners have a strong preference for using them as oblique arguments after the preposition 'by', implying L1 influence from analogous constructions in their native languages. The findings enhance our understanding of the
relationship between register constraints and L1 transfer in learner language, with implications for both theoretical frameworks of crosslinguistic influence and pedagogical strategies in advanced writing instruction.

Author Biography

Pong-ampai KONGCHAROEN, Department of Foreign Languages, Faculty of Humanities, Kasetsart University, Bangkok, Thailand.

Pong-ampai Kongcharoen is an assistant professor of English at the

Department of Foreign Languages, Faculty of Humanities, Kasetsart University,

Bangkok, Thailand. Her research interest lies in corpus linguistics, semantics,

discourse analysis, vocabulary learning and teaching, and second language

acquisition.

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