Abstract:
In the Sri Lankan context, the majority of the language learners speak Sinhala as their
first language (L1) and they are exposed to the English language only once they start their
primary education. Before learning the Second Language (L2) these learners already have
developed a strong first language system. Further Sinhala and English are structurally
different and the students have little or no exposure to the target language outside their
learning environment. L1 influence is common in both their oral and written
communication. This has resulted in language errors even in the communication of
undergraduate students although they are advanced learners who have been learning the
language for several years. L1 influence is particularly common in syntax which is one of
the basic yet crucial aspects of language. This hinders the teaching-learning process and
much of the classroom time is consumed in addressing these errors while the actual focus
of learners should be advanced aspects of the language. This poses a severe problem in
following their respective degree programs as well because L1 influence severely affects
their academic writing. Hence this study was concentrated on analyzing the influence of
L1 on undergraduate learners’ second language errors through a comparison of the syntax
of Sinhala and English. A sample of 50 first-year students following three different degree
programs at a government university was selected for the study. They all follow the
English language as a compulsory subject during their first year at the university. The
students were assigned to write a composition on a given topic which was later examined
for errors. 40 errors influenced by L1 were found and they were categorized and analyzed
based on their syntactic features. The findings of this study would enable the curriculum
designers to devise materials focusing on addressing the L1 influence on second language
acquisition.
Keywords: Second language acquisition, L1 Influence, Syntax, Language errors
