The study of the role of the background languages in third language acquisition. The state of the art

2010 ◽  
Vol 48 (2-3) ◽  
Author(s):  
Ylva Falk ◽  
Camilla Bardel
Keyword(s):  
Language Acquisition ◽  
State Of The Art ◽  
The State ◽  
Third Language ◽  
Third Language Acquisition

scholarly journals PERAN BAHASA INGGRIS SEBAGAI BAHASA KEDUA DALAM PEMEROLEHAN BAHASA INDONESIA SEBAGAI BAHASA KETIGA

Paramasastra ◽  
2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Abdul Kholiq
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Sentence Production ◽  
Research Subject ◽  
Third Language ◽  
Third Language Acquisition ◽  
L3 Acquisition ◽  
Cross Language ◽  
Language Influence

Cross language influence in third language (L3) acquisition is related to the first (L1) and second language (L2) acquisition. Cross-language influence in third language acquisition studies can be analyzed from the first and second language role in the third language acquisition. Each acquisition Indonesian language as L3 is always English as L2 so that the role of English in acquiring Indonesian as B3 be worth studying. It is a qualitative approach based research. This study focuses on (1) the role of English of articulation and (2) the role of English as the provider acquiring vocabulary in Indonesian as L3. Data used in this research is the conversation conducted by the researcher and research subject; and sentence production based on picture by the research subject. Data analysis result finds 1) the role of English as an addition to the mastery of the sound that is not owned B1 of pemeroleh Indonesian as L3 and English influence language sounds in pronunciation Indonesian, and 2) The role of English as a provider of vocabulary in language acquisition Indonesia as B3 is as a language bridge in language acquisition Indonesia if the Indonesian pemeroleh not master words in Indonesian. 

The role of the second language in third language acquisition: the case of Germanic syntax

2007 ◽  
Vol 23 (4) ◽  
pp. 459-484 ◽  
Author(s):  
Camilla Bardel ◽  
Ylva Falk
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Qualitative Difference ◽  
Initial State ◽  
Syntactic Structures ◽  
Considerable Evidence ◽  
Third Language ◽  
Third Language Acquisition ◽  
L3 Acquisition

In this study of the placement of sentence negation in third language acquisition (L3), we argue that there is a qualitative difference between the acquisition of a true second language (L2) and the subsequent acquisition of an L3. Although there is considerable evidence for L2 influence on vocabulary acquisition in L3, not all researchers believe that such influence generalizes to morphosyntactic aspects of the grammar. For example, Håkansson et al. (2002) introduce the Developmentally Moderated Transfer Hypothesis (DMTH), which incorporates transfer in Processability Theory (PT). They argue against syntactic transfer from L2 to L3. The present study presents counter-evidence to this hypothesis from two groups of learners with different L1s and L2s acquiring Swedish or Dutch as L3. The evidence clearly indicates that syntactic structures are more easily transferred from L2 than from L1 in the initial state of L3 acquisition. The two groups behave significantly differently as to the placement of negation, a difference that can be attributed to the L2 knowledge of the learners in interaction with the typological relationship between the L2 and the L3.

L2 activation and blending in third language acquisition: Evidence of crosslinguistic influence from the L2 in a longitudinal study on the acquisition of L3 English

2014 ◽  
Vol 18 (2) ◽  
pp. 252-269 ◽  
Author(s):  
LAURA SÁNCHEZ
Keyword(s):  
Longitudinal Study ◽  
Language Acquisition ◽  
Linguistic Knowledge ◽  
Third Language ◽  
Third Language Acquisition ◽  
Source Language ◽  
L3 Acquisition ◽  
Research Questions ◽  
Crosslinguistic Influence

This paper reports the findings of a four-year longitudinal study that examined the role of prior linguistic knowledge on the written L3 production of 93 Spanish/Catalan learners. Two research questions guided the study: the first asked whether a background language (L1s Spanish/Catalan, L2 German) would activate in parallel with L3 English during word construction attempts involving verbal forms, and if so, which would be the source language of blending. The second addressed the progressive readjustments of L2 activation and blending in the course of the first 200 hours of instruction. The elicitation technique was a written narrative based on a story telling task. Data were collected first when the learners were on average 9.9 years old (T1), and again at the ages of 10.9 (T2), 11.9 (T3) and 12.9 (T4). The focus of analysis was on word construction attempts that involved verbal forms. The results suggest that a background language, the L2, did indeed activate, especially at early stages of L3 acquisition.

scholarly journals An Inquiry into the Role of L3 Proficiency on Crosslinguistic influence in Third Language Acquisition.

2017 ◽  
Author(s):  
Laura Sánchez
Keyword(s):  
Language Acquisition ◽  
Native Language ◽  
Statistical Tests ◽  
Specific Interaction ◽  
Third Language ◽  
Third Language Acquisition ◽  
Proficiency Levels ◽  
Crosslinguistic Influence ◽  
Cloze Test

Abstract: With the rise of multilingualism, studies have proliferated that investigate the interaction of the different languages. The study presented here sets out to examine the role that proficiency plays on the occurrence of a specific interaction, namely interlanguage transfer from a prior non–native language (L2 German) upon another non–native language (L3 English) at the level of syntax in Spanish/ Catalan bilinguals. Data were collected from 80 learners of L3 English who were at different proficiency levels (as indicated by a 30-item cloze test), while data for the analysis of transfer was elicited using a story telling task. Statistical tests revealed significant differences across proficiency levels, i.e. low and pre–intermediate (p= .032), low and intermediate levels (p= .000), and pre–intermediate and intermediate levels (p= .018). Título en español: “Una indagación sobre el papel de la proficiencia en L3 sobre la influencia transversal en la adquisición de terceras lenguas”Resumen: Con el crecimiento del multilingüismo, han proliferado los estudios que investigan la interacción entre diferentes lenguas. El presente estudio se plantea examinar el rol que desempeña la proficiencia en la ocurrencia de un tipo específico de interacción, a saber, transferencia entre interlenguas de una lengua no nativa (L2 Alemán) a otra lengua no nativa (L3 Inglés) a nivel sintáctico en bilingües Castellano/ Catalán. Se recogieron datos de 80 aprendices de L3 Inglés que estaban en diferentes niveles de proficiencia (como indicó un cloze test de 30 ítems), mientras que los datos para el análisis de la transferencia se elicitaron empleando una tarea narrativa. Los tests estadísticos realizados revelaron diferencias significativas entre niveles bajo y pre–intermedio (p= .032), bajo e intermedio (p= .000) y pre–intermedio e intermedio (p= .018).

The interaction of L2 and L3 levels of proficiency in third language acquisition

2020 ◽  
Vol 56 (4) ◽  
pp. 577-603
Author(s):  
Zuzanna Cal ◽  
Jolanta Sypiańska
Keyword(s):  
Language Acquisition ◽  
Interaction Effect ◽  
Spanish Speakers ◽  
The Other ◽  
Foreign Languages ◽  
Third Language ◽  
Third Language Acquisition ◽  
Main Effects

Abstract Level of proficiency (LoP), unlike other factors, such as L2 status (Cenoz 2001) or linguistic proximity (Westergaard et al. 2016), has not been widely investigated in terms of third language acquisition (TLA). However, it is possible that LoP in L2 (Tremblay 2006), L3 (Wrembel 2010) and the interaction between these factors (Sypiańska and Cal in press) might play an important role in TLA. This study, thus, aims to further examine the aforesaid possibilities by analysing the influence of L2 and L3 LoP and their interaction on the production of L3 vowels in a group of L1 Polish/L2 English/L3 Spanish speakers who differ in terms of LoP in their foreign languages. A MANOVA was conducted to compare the main effects of L2LoP, L3LoP and vowel as well as the interaction effect between these factors on the production of L3 Spanish vowels. The results indicate an influential role of L2LoP and L3LoP and their interaction depending on the vowel being analysed. Low proficiency in one of the languages allowed the other, more proficient one, to impact the production of the L3 Spanish vowels. This interplay of factors expands the understanding of how the L2 and L3 proficiency condition the developing L3.

L3 acquisition of German adjectival inflection: A generative account

2010 ◽  
Vol 27 (1) ◽  
pp. 83-105 ◽  
Author(s):  
Carol Jaensch
Keyword(s):  
Language Acquisition ◽  
Language Learners ◽  
Third Language ◽  
Third Language Acquisition ◽  
Positive Effects ◽  
L3 Acquisition ◽  
Adjectival Inflection ◽  
And Gender ◽  
Grammatical Number ◽  
Syntactic Properties

Studies testing the knowledge of syntactic properties have resulted in two potentially contrasting proposals in relation to third language acquisition (TLA); the Cumulative Enhancement Model (Flynn et al., 2004), which proposes that previously learned languages will positively affect the acquisition of a third language (L3); and the ‘second language (L2) status factor’ hypothesis (Bardel and Falk, 2007), which proposes that the primacy of the L2 can block the potential positive effects that may be transferable from the first language (L1). This article attempts to extend these hypotheses to the domain of morphosyntax, in relation to the TLA of the properties of grammatical number and gender concord marking on German attributive adjectives; these properties not present in the L1 of Japanese, or the L2 of English. Two further factors are of interest in the current study; first, the performance of the learners according to their L3 and their L2 proficiency levels, a variable not discussed in the above-mentioned studies; and, second, the role that the type of task has on the performance of these learners. Three groups of Japanese native speakers (matched for proficiency within each German group), but with differing English proficiencies, completed a carefully balanced gap-filling task, together with two oral elicitation tasks in the form of games; both of these elicited tokens of adjectival inflection. Initial results offer partial support for weaker versions of the two hypotheses mentioned above. However, neither of the L3 models tested can fully account for the results obtained, which are more consistent with a feature-based account of the organization of grammar in the domain of morphosyntax, such as that of Distributed Morphology (DM) (Halle and Marantz, 1993). DM is a model for language acquisition which — coupled with a view that the Subset Principle proposed by this account is not observed by non-primary language learners — has recently been proposed to explain the optionality observed in L2 learners’ production (Hawkins et al., 2006). The data presented here suggest that it could be extended to L3 learners’ production.

scholarly journals Third Language Acquisition

2018 ◽  
pp. 737-757 ◽  
Author(s):  
Jennifer Cabrelli Amaro ◽  
Michael Iverson
Keyword(s):  
Language Acquisition ◽  
Third Language ◽  
Third Language Acquisition
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