Introduction
Language acquisition is a comprehensive process through which humans learn to perceive and comprehend words and sentences in order to communicate effectively in a different dialect. Various factors, including exposure, age, instruction, and motivation, facilitate people’s learning and acquisition of a second language. Due to globalization, acquiring a new language is beneficial, and a person who communicates in a different dialect can get employment in the country where the language is spoken.
Cantonese is widely spoken in Hong Kong and is the region’s most dominant language. English and Mandarin are the second and third most popular languages in Hong Kong. Although English is taught as a second language in the region, children and learners are exposed to it in the media and other forums. Mandarin is gaining popularity due to China’s significant economic influence in the global market. Understanding the features of learner dialect is essential in language acquisition because it helps identify errors and challenges and use them to develop strategies to support learners.
Three Key Domains of Grammar
Phonology
Learning a new language depends on how the learner masters the three domains of grammar. Phonology is the first domain that deals with sounds, syllables, patterns, word arrangement, and intonation to convey meaning. The use of stress, emphasis, and tones significantly impacts learning a new language, and the learners must understand them and distinguish between the two languages for success (Chenjie Gu, 2010). Teachers and learners must consider the phonological features of both languages and distinguish between them to ensure that they master the pronunciation, comprehension, and listening of the new language. A Cantonese speaker who needs to understand the difference between the learner language and English phonily will likely have difficulty learning.
Morphology
Morphology is a term used by linguists to mean the study of words, their formation from smaller units called morphemes. Morphemes are the fundamental building blocks of language, combining in various ways to convey meaning. They are often combined in a concise structure for easier communication.
The domain of grammar deals with the parts of words, such as roots, suffixes, and prefixes, and how they are combined. Word spelling and grammatical errors resulting from word formation fall under this domain (Raipovna, 2021). Learners must understand the structures defined in this domain to effectively learn English from Cantonese, as the learner’s native language, because the two languages have different morphologies (Yip & Matthews, 2007). Confusing the morphology leads to the formation of sentences that are not only difficult to comprehend but also difficult to understand.
Syntax
Syntax in linguistics is the study of rules and conventions that must be followed to organize phrases, words, and clauses to form grammatically correct sentences. The two languages have different word orders that must be understood for effective learning since they differ (Raipovna, 2021). If Cantonese learners trying to understand English use their language syntax to construct sentences in the new dialect, they will likely jeopardize the learning process (Chenjie Gu, 2010). The ability to communicate effectively is guided by syntax, and learning can only be effective when the syntax of the two languages is understood and distinguished.
Domains of Grammar and Cross-Linguistic Influence
Cross-linguistic influence is common in second language acquisition, especially when the first language influences learners to use their first language syntax in the second language. Cantonese learners studying English in Hong Kong may be impacted by the CLI when translating words from their language to English. The knowledge and skills developed in the first language will likely be transferred to the second one, jeopardizing the learning process (Yip & Matthews, 2007).
Since the knowledge and skills of constructing sentences differ between the two languages, learners may make significant errors when they apply the rules and syntax of their first language to construct sentences in the second language (Chenjie Gu, 2010). Using word order, sentence structure, and grammatical syntax from Cantonese to construct English sentences may result in awkward and difficult-to-comprehend sentences. Teachers must therefore understand the specific features of the native languages that make the sentences appear awkward to the native speakers and correct them for effective learning (Raipovna, 2021). The verbs, tenses, aspect markers, and identifiers in Cantonese differ from those used in English and must be known for effective learning.
Characteristics of Learner Language
When a Hong Kong resident speaks Cantonese as their first dialect and wants to learn English or Mandarin as a second language, Cantonese is the learner’s native language. The characteristics of the learner’s language may differ from the new dialect the person wants to acquire. Teachers who understand the language’s features can tailor their tactics to ensure that the influence of one language does not jeopardize the learning of another (Yip & Matthews, 2007).
When the instructions are not well structured to consider the features of the first language, the learning process will be jeopardized. The first language may interfere with the learning process because of interference, as the learner may use the features of the first language to construct sentences in the new one, resulting in errors (Kidd et al., 2015). Due to the influence, a learner may use overgeneralization and apply irrelevant syntax rules. A learner who is used to the addition of “ed” at the end of a word in the past tense may state the past tense of go as “went” instead of “went.” Therefore, understanding the features enables the teacher to focus on the areas that require proper arrangement.
Most learners progress through a series of developmental stages when learning a new language. In the process, the features of the first language may be reflected, and the teacher must understand the distinct stages and create a teaching aid that overcomes the features of the first language. Learners may also be encouraged to simplify the language for easier comprehension.
Generally, the features of the Cantonese language may significantly impact how a person learns English (Kidd et al., 2015). Since the language has nine different tones, it becomes impossible to distinguish between English and Cantonese tones for understanding. A person with challenges in the classifiers in the Cantonese context is also likely to require assistance with writing articles.
Tones
The tone is the pitch variation in the speaker’s voice to distinguish grammatical and lexical meaning. The two languages, English and Cantonese, exhibit fundamental differences in tone, as each uses them differently and conveys distinct meanings (Yip & Matthews, 2000). The tone aspect is found in the first domain of grammar, and one must distinguish the usage of tone to distinguish the terms. Cantonese is a tonal language because numerous tones bring out the meaning of similar words (Chenjie Gu, 2010). On the other hand, English is considered a non-tonal language because the learner’s native language often overshadows its usage.
Cantonese and English use tones differently, which can confuse learners. In Cantonese, words may be pronounced the same, but the tone may convey a different meaning for a word. The tones are numbered from one to nine, and adding the tone may change the meaning of a word. For example, the Cantonese word “ma” can mean “mother” in one tone and “horse” in another. When learners transfer tonal variation to the new language, confusion can arise, and learning may be jeopardized (Kidd et al., 2015). For example, English uses tones to express emotions, attitudes, and emphasis.
Further, English uses stress and intonation to convey meaning. It is essential to note that the English and Cantonese languages employ tones differently, which can hinder learning. Cantonese speakers learning English must be exposed to the tones and stress over time and learn to distinguish them for practical understanding.
The passive voice in English is subtler compared to the active voice. In passive construction, the “bei2” constructions in Cantonese significantly impact the construction of sentences in the passive voice. Native speakers of Cantonese, accustomed to “using “bei2″,” are likely to experience difficulty constructing passive voice sentences in English (Chan, 2010). The significant difference is that in “bei2,” the sentence’s subject is the entity affected by an action. On the other hand, the passive voice in English places the subject as the entity undergoing the action, which can lead to confusion.
In the double “bei2” construction, where there are two objects, learners may construct the wrong English sentences because of the influence of syntax (Chenjie Gu, 2010). Generally, the Cantonese “bei2” construction significantly impacts the construction of sentences in English, and the teachers must master the challenges and device instructions that consider the tonal differences (Chan, 2010). When English teachers understand the different tones used in Cantonese, they will consider them when preparing the instructions to learn English.
Sentence Structure
Sentence structure falls under the third domain of grammar and affects comprehension and understanding. It is the basic way through which learners understand a new language and comprehend communication. It comprises the use of grammar, syntax, and rules. Understanding the sentence structure is essential to learning a new language, and learners must have a deeper understanding. Relative clauses are used every day to make sentences more understandable. For example, the clauses connect ideas in a sentence to help it make sense (Ye, 2004).
Cantonese and English have different structures that must be understood for learning to be effective. The main difference in the structure is that the verb often appears at the end of the sentence in English. Although Cantonese and English have relative clauses, their formation differs and affects sentence structures (Chan, 2010).
In English, relative clauses offer additional information about a noun and are placed immediately after it. For example, in the sentence “The man who killed his wife was sentenced to life imprisonment,” the word “who” modifies the noun. In Cantonese, the relative clause is formed using the word “de’ and is used as both a pronoun and to help show possession.
The placement of the clauses before or after the noun significantly impacts language learning (Chenjie Gu, 2010). In English, it is placed after the noun to modify, and only one must be used in a sentence for it to be more straightforward to understand. However, it becomes complex and challenging to understand when placed before the noun. On the other hand, Cantonese places the relative clause before the noun, and any change may make the sentence more straightforward to comprehend by affecting its structure (Yip & Matthews, 2000). Cantonese natives trying to learn English may significantly impact the sentence structure, affecting the meaning of the sentences.
Teachers must understand the differences in sentence structure and ensure learners can distinguish them. Since Cantonese’s sentence structure rule allows the users to use the relative clause “de’ more than once in a sentence, it may lead to complex sentences which are hard to understand in English (Kidd et al., 2015). Since the relative clause in both the English and Cantonese languages affects the sentence structure and the general meaning of sentences, it may impact learning, especially for learners who do not know the differences. Teachers must therefore ensure that learners understand the role of relative clauses and how they are used to have better sentence structures.
Other than the relative clauses in the two languages that affect learning, other aspects affect the sentence structure. The word order in a sentence differs in the two languages, which may jeopardize learning. In Cantonese, for example, the subject always comes at the beginning of the sentence, and then the verbs and objects follow in the sentence structure.
Since the order is different in English, learners may need clarification, and learning may be jeopardized (Chan, 2010). English has a strict word order, which requires accuracy, and learners who are used to the Cantonese language without a strict word order may need help learning. Teachers must therefore spend more time helping the learners understand the different sentence structures based on word order, and make learners understand that the English language has a strict word order that must not be changed.
Prepositions and particles are essential aspects of sentence structures in both languages. While they denote possession and grammatical relationships in Cantonese, they are used in English to denote specific relationships that do not change. Further, the usage of pronouns may differ from one language to another (Chenjie Gu, 2010). While the pronouns are gender sensitive in English and show social status, they do not show gender in the structure. The teachers must therefore have a detailed understanding of the learner’s language characteristics in terms of sentence structure and develop lessons considering them to help them learn without being influenced by the latter’s features.
Classifiers
Classifiers are used as determinants in many languages, and their usage differs from one language to another. In English, classifiers are used for different situations, such as things that come in pairs, while Cantonese uses them more often in different contexts. While the rule is mandatory in Cantonese to use classifiers, the rule is less required in English. For example, while a person must use them in their first language, they do not need to be used in English (Kidd et al., 2015).
A person may construct a sentence in English without using the classifier, such as ‘give me an apple,” without jeopardizing the sentence’s meaning. However, the other language requires using classifiers in all aspects whenever it is used for a sentence to make sense. In the specified sentence, the other language must specify the number of apples for the sentence to make sense. Generally, the use of classifiers is a paramount feature in Cantonese grammar that must be understood for the learning of English to be effective. Bilingual speakers intending to learn English from Cantonese must understand the features and distinguish them for success.
Grammar and Syntax Characteristics
The syntax and other grammatical rules often affect Cantonese speakers learning English. One of the standard syntaxes is the word order, which is lenient in Cantonese and rigid in English, and failure to learn the syntax makes it challenging for learners to understand the new language. Copular verbs are special and connect noun complements or adjectives to a subject, making it more straightforward and easier to understand. Copular verbs are popular in English, and learners must use them for the sentences to be complete and understandable (Ye, 2004). On the contrary, these verbs are not used in Cantonese, and the adjectives always stand alone to bring meaning to a subject.
In most cases, English speakers require copular verbs to make sentences more straightforward. Cantonese learners must understand the syntax context of copular verbs to understand and construct flawless English sentences. Please understand the feature to ensure the learning process is smooth.
Plurality is an essential syntax used in language to clarify particular aspects. However, the syntax characteristic of plurality is only found in English and not in Cantonese. While English has both singular and plural forms to show the difference in quantities, Cantonese relies only on classifiers to show the difference. When constructing sentences in English, the learners must understand the syntax for a better understanding (Kidd et al., 2015). Please use the syntax to ensure the learning outcome in the discourse.
Active Transitive Sentences
Active transitive sentences are common in Cantonese and English and contribute to easy comprehension. The sentences are structured so that a subject acts on a direct object. An example of a smile sentence in order is “I killed a rat.” When the sentence is analyzed, “It is the subject, “killed” is the verb, and the “rat” is the object (Ye, 2004).
Generally, active transitive sentences in both languages follow the S-V-O. One key difference is that there is no usage of auxiliary verbs in Cantonese, which are commonly used in English. Therefore, the people learning English are likely to face a challenge, and the teachers must ensure that they teach and emphasize the use of auxiliary verbs in active transitive sentences to construct grammatically correct sentences that are easy to comprehend. Since active transitive sentences use different phonology, morphology, and syntax, the learners must master them to learn the new language effectively.
Null Objects and Their Usage
A null object, commonly known as a zero pronoun, is an object that is not expressed well in a sentence but is understood. The type of sentence significantly impacts the usage of the null objects. Null objects are commonly used in Cantonese, but are not used much in the English language.
Since the use of objects is only daily in Cantonese but is not allowed in the English language, learners may have difficulty integrating the new language (Ye, 2004). The learners must understand that in English, null objects are represented by pronouns, even if the object is clear from the verb, when the teachers do not emphasize the use of null objects in the construction of sentences, to ensure that there is effective learning.
Conclusion
Globalization has made acquiring a new language an interesting venture that opens a person’s opportunities. Most people learn their first language due to exposure from their families and communities. In Hong Kong, for example, most people speak Cantonese because it is the native language they are exposed to as they grow up. However, people in the region learn other languages, such as English and Mandarin, to meet the growing language demands due to economic and cultural activities.
However, it is imperative to note that learning a new language can only be understood through the lens of the three major language domains. Each language has specific features whose influence may jeopardize learning a new language. The characteristics of the Cantonese language have a significant impact on the process of learning. They must be understood and considered when a person is made to learn the English language. The morphology, phonology, and syntax differ across languages. Teachers must understand how the characteristics of the learner’s language can impact learning and then tailor the teaching to meet the needs and aid the learning process.
References
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