Raporten beskriver ett projekt där kurserna i självständigt arbete utvecklats med syfte att i hög... more Raporten beskriver ett projekt där kurserna i självständigt arbete utvecklats med syfte att i högre grad stödja studenternas skrivande för att bereda dem ökade möjligheter at klara kurserna och uppnå en högre nivå i sitt arbete på avancerad nivå. <br>
This is a contribution from L3 Syntactic Transfer. Models, new developments and implications. Edi... more This is a contribution from L3 Syntactic Transfer. Models, new developments and implications. Edited by Tanja Angelovska and Angela Hahn.
Several studies on L3 lexicon, and recently also some on L3 syntax, have convincingly shown a qua... more Several studies on L3 lexicon, and recently also some on L3 syntax, have convincingly shown a qualitative difference between the acquisition of a true L2 and the subsequent acquisition of an L3. Some studies even indicate that L2 takes on a stronger role than L1 in the initial state of L3 syntax (e.g. Bardel and Falk, 2007; Rothman and Cabrelli Amaro, 2010). In this article we further investigate syntactic transfer from L1/L2 to L3 in learners at an intermediate level of proficiency in the target language. Data have been obtained from 44 learners of German as L3, testing the placement of object pronouns in both main and subordinate clauses in a grammaticality judgement/correction task (GJCT). The learners constitute two groups (both n = 22): One group has English as L1 and French as L2 and the other group has French as L1 and English as L2. This particular combination of background languages allows us to pinpoint the source of transfer, since object placement is pre-verbal in French and post-verbal in English, this being applied in both main and subordinate clauses. In target language (TL) German, however, the object placement varies between pre-verbal in the sub clause and post-verbal in the main clause. The two groups behave differently as to both acceptance and rejection of the test items (60 grammatical and ungrammatical main and sub clauses with object pronouns). This difference is significant and can be ascribed to their L2s, respectively. Our results thus show that the L2 transfers into the L3 even at an intermediate level, and on the basis of this we claim a strong role for the L2 status factor.
International Review of Applied Linguistics in Language Teaching, 2010
The aim of this article is to give an up-to-date picture of study of the role of the background l... more The aim of this article is to give an up-to-date picture of study of the role of the background languages (the first language, L1, and the second language, L2) in third language (L3) acquisition, mainly in the two areas of vocabulary and syntax. These seem to be the two linguistic levels on which there has so far been most research concerning cross-linguistic influence (CLI). Lexical CLI and syntactic transfer have in most cases been studied separately, but as we will see studies indicate that L3 learners seem to rely on both vocabulary and grammar from their background languages, at least to some extent. The role of the background languages in morphology and phonology has been less investigated in L3 studies, although there are a few studies that indicate that L3 performance can reflect activation of previously acquired languages at these linguistic levels too. The paper also includes a survey of neurolinguistic approaches to multilingualism and discusses how these findings can contribute to the understanding of transfer in L3 acquisition.
In this study of the placement of sentence negation in third language acquisition (L3), we argue ... more 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 counterevidence 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.
Linguistic Approaches to Bilingualism, Mar 1, 2021
<jats:title>Abstract</jats:title> <jats:p>The keynote from <jats:xref>Sch... more <jats:title>Abstract</jats:title> <jats:p>The keynote from <jats:xref>Schwartz and Sprouse (2020)</jats:xref> starts with an overview of various models of L3 acquisition, with focus on syntax. The authors come to the conclusion that the Typological Proximity Model (TPM) is the model which can explain L3 acquisition development. In this commentary we sort out some misunderstandings concerning the L2 status factor, as presented in the keynote and we also discuss the predictions that the TPM can make in a critical manner.</jats:p>
This text comments on the Keynote article 'Microvariation in multilingual situations: The importa... more This text comments on the Keynote article 'Microvariation in multilingual situations: The importance of property-by-property acquisition' by Marit Westergaard, who argues for Full Transfer Potential within the Linguistic Proximity Model in third language (L3) acquisition. The commentary points at some theoretical and methodological issues related to the Linguistic Proximity Model, e.g. the age factor in language learning, the role of metalinguistic knowledge and proficiency in L3 learning, and the lack of predictive power of the model.
This paper explores the role of the L1 and the L2 in L3 oral production, both as regards lexicon ... more This paper explores the role of the L1 and the L2 in L3 oral production, both as regards lexicon and syntax. Previous research has shown that both L1 and L2 are used in L3 oral production, and different explanatory factors have been put forward, e.g. (psycho)typology and L2 status. However, these factors do not explain why function words tend to come from L2 while content words seem to be transferred from both L1 and L2 to a larger extent. In order to explain transfer patterns in L3, we use the declarative/procedural model (Paradis 2009), and hypothesize that syntactic transfer will come from L2; transfer of function words from L2; and transfer of content words from both L1 and L2. We analyze lexical and syntactic transfer in eleven native German speakers’ retellings of an episode from a mute video film. The results largely seem to support Paradis’ model.
In this case study we investigate the role of the proficiency level in an earlier formally learne... more In this case study we investigate the role of the proficiency level in an earlier formally learned L2 for the transfer source in L3 learning at the lexical level, by comparing two pairs of learners with different proficiency levels in their L2s English, French, Spanish and Italian. The data were gathered with a mirror design: L1 German/L3 Swedish and L1 Swedish/L3 German. The learners were absolute beginners of the L3. Both pairs were recorded over 6 months during conversation with a bilingual German/Swedish interlocutor. The recordings were conducted on a monthly basis. The proficiency levels of all L2s were tested in written tests, based on the CEFR scale. The results show that the proficiency level in the L2s has an impact on the transfer source. The L2s at C1+ level were not transferred, but L2s with lower proficiency levels were. These results confirm what is predicted by the L2 status factor (Bardel & Falk, 2012), namely that a high-proficiency L2 can lose its status as an L2,...
<jats:title>Abstract</jats:title> <jats:p>The keynote from <jats:xref>Sch... more <jats:title>Abstract</jats:title> <jats:p>The keynote from <jats:xref>Schwartz and Sprouse (2020)</jats:xref> starts with an overview of various models of L3 acquisition, with focus on syntax. The authors come to the conclusion that the Typological Proximity Model (TPM) is the model which can explain L3 acquisition development. In this commentary we sort out some misunderstandings concerning the L2 status factor, as presented in the keynote and we also discuss the predictions that the TPM can make in a critical manner.</jats:p>
Recension av Extra, G. & Gorter, D. (eds), The other languages of Europe : demographic, socioling... more Recension av Extra, G. & Gorter, D. (eds), The other languages of Europe : demographic, sociolinguistic and educational perspectives
This text comments on the Keynote article ‘Microvariation in multilingual situations: The importa... more This text comments on the Keynote article ‘Microvariation in multilingual situations: The importance of property-by-property acquisition’ by Marit Westergaard, who argues for Full Transfer Potential within the Linguistic Proximity Model in third language (L3) acquisition. The commentary points at some theoretical and methodological issues related to the Linguistic Proximity Model, e.g. the age factor in language learning, the role of metalinguistic knowledge and proficiency in L3 learning, and the lack of predictive power of the model.
This study investigates lexical transfer in four German learners' oral production of L3 Swedish. ... more This study investigates lexical transfer in four German learners' oral production of L3 Swedish. They have already learned English as an L2. The point of departure is Williams and Hammarberg's [1998. Language switches in L3 production: implications for a polyglot speaking model. Applied Linguistics, 19, 295-333] case study in which Swedish was also the L3, but the learner had English as an L1 and German as an L2. Williams and Hammarberg convincingly showed that the background languages played different roles in L3 oral production: L1 English had an instrumental role, while L2 German was assigned a supplier role. The determining factor for the assignment of supplier role was L2 status and of instrumental role common access and established practice. In the present study the model is tested on the same involved languages; but English is the L2 and German the L1. The model would predict that English L2 will be used in both the supplier and the instrumental role. However, the results indicate that this is not the case. Possible explanations are discussed.
Raporten beskriver ett projekt där kurserna i självständigt arbete utvecklats med syfte att i hög... more Raporten beskriver ett projekt där kurserna i självständigt arbete utvecklats med syfte att i högre grad stödja studenternas skrivande för att bereda dem ökade möjligheter at klara kurserna och uppnå en högre nivå i sitt arbete på avancerad nivå. <br>
This is a contribution from L3 Syntactic Transfer. Models, new developments and implications. Edi... more This is a contribution from L3 Syntactic Transfer. Models, new developments and implications. Edited by Tanja Angelovska and Angela Hahn.
Several studies on L3 lexicon, and recently also some on L3 syntax, have convincingly shown a qua... more Several studies on L3 lexicon, and recently also some on L3 syntax, have convincingly shown a qualitative difference between the acquisition of a true L2 and the subsequent acquisition of an L3. Some studies even indicate that L2 takes on a stronger role than L1 in the initial state of L3 syntax (e.g. Bardel and Falk, 2007; Rothman and Cabrelli Amaro, 2010). In this article we further investigate syntactic transfer from L1/L2 to L3 in learners at an intermediate level of proficiency in the target language. Data have been obtained from 44 learners of German as L3, testing the placement of object pronouns in both main and subordinate clauses in a grammaticality judgement/correction task (GJCT). The learners constitute two groups (both n = 22): One group has English as L1 and French as L2 and the other group has French as L1 and English as L2. This particular combination of background languages allows us to pinpoint the source of transfer, since object placement is pre-verbal in French and post-verbal in English, this being applied in both main and subordinate clauses. In target language (TL) German, however, the object placement varies between pre-verbal in the sub clause and post-verbal in the main clause. The two groups behave differently as to both acceptance and rejection of the test items (60 grammatical and ungrammatical main and sub clauses with object pronouns). This difference is significant and can be ascribed to their L2s, respectively. Our results thus show that the L2 transfers into the L3 even at an intermediate level, and on the basis of this we claim a strong role for the L2 status factor.
International Review of Applied Linguistics in Language Teaching, 2010
The aim of this article is to give an up-to-date picture of study of the role of the background l... more The aim of this article is to give an up-to-date picture of study of the role of the background languages (the first language, L1, and the second language, L2) in third language (L3) acquisition, mainly in the two areas of vocabulary and syntax. These seem to be the two linguistic levels on which there has so far been most research concerning cross-linguistic influence (CLI). Lexical CLI and syntactic transfer have in most cases been studied separately, but as we will see studies indicate that L3 learners seem to rely on both vocabulary and grammar from their background languages, at least to some extent. The role of the background languages in morphology and phonology has been less investigated in L3 studies, although there are a few studies that indicate that L3 performance can reflect activation of previously acquired languages at these linguistic levels too. The paper also includes a survey of neurolinguistic approaches to multilingualism and discusses how these findings can contribute to the understanding of transfer in L3 acquisition.
In this study of the placement of sentence negation in third language acquisition (L3), we argue ... more 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 counterevidence 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.
Linguistic Approaches to Bilingualism, Mar 1, 2021
<jats:title>Abstract</jats:title> <jats:p>The keynote from <jats:xref>Sch... more <jats:title>Abstract</jats:title> <jats:p>The keynote from <jats:xref>Schwartz and Sprouse (2020)</jats:xref> starts with an overview of various models of L3 acquisition, with focus on syntax. The authors come to the conclusion that the Typological Proximity Model (TPM) is the model which can explain L3 acquisition development. In this commentary we sort out some misunderstandings concerning the L2 status factor, as presented in the keynote and we also discuss the predictions that the TPM can make in a critical manner.</jats:p>
This text comments on the Keynote article 'Microvariation in multilingual situations: The importa... more This text comments on the Keynote article 'Microvariation in multilingual situations: The importance of property-by-property acquisition' by Marit Westergaard, who argues for Full Transfer Potential within the Linguistic Proximity Model in third language (L3) acquisition. The commentary points at some theoretical and methodological issues related to the Linguistic Proximity Model, e.g. the age factor in language learning, the role of metalinguistic knowledge and proficiency in L3 learning, and the lack of predictive power of the model.
This paper explores the role of the L1 and the L2 in L3 oral production, both as regards lexicon ... more This paper explores the role of the L1 and the L2 in L3 oral production, both as regards lexicon and syntax. Previous research has shown that both L1 and L2 are used in L3 oral production, and different explanatory factors have been put forward, e.g. (psycho)typology and L2 status. However, these factors do not explain why function words tend to come from L2 while content words seem to be transferred from both L1 and L2 to a larger extent. In order to explain transfer patterns in L3, we use the declarative/procedural model (Paradis 2009), and hypothesize that syntactic transfer will come from L2; transfer of function words from L2; and transfer of content words from both L1 and L2. We analyze lexical and syntactic transfer in eleven native German speakers’ retellings of an episode from a mute video film. The results largely seem to support Paradis’ model.
In this case study we investigate the role of the proficiency level in an earlier formally learne... more In this case study we investigate the role of the proficiency level in an earlier formally learned L2 for the transfer source in L3 learning at the lexical level, by comparing two pairs of learners with different proficiency levels in their L2s English, French, Spanish and Italian. The data were gathered with a mirror design: L1 German/L3 Swedish and L1 Swedish/L3 German. The learners were absolute beginners of the L3. Both pairs were recorded over 6 months during conversation with a bilingual German/Swedish interlocutor. The recordings were conducted on a monthly basis. The proficiency levels of all L2s were tested in written tests, based on the CEFR scale. The results show that the proficiency level in the L2s has an impact on the transfer source. The L2s at C1+ level were not transferred, but L2s with lower proficiency levels were. These results confirm what is predicted by the L2 status factor (Bardel & Falk, 2012), namely that a high-proficiency L2 can lose its status as an L2,...
<jats:title>Abstract</jats:title> <jats:p>The keynote from <jats:xref>Sch... more <jats:title>Abstract</jats:title> <jats:p>The keynote from <jats:xref>Schwartz and Sprouse (2020)</jats:xref> starts with an overview of various models of L3 acquisition, with focus on syntax. The authors come to the conclusion that the Typological Proximity Model (TPM) is the model which can explain L3 acquisition development. In this commentary we sort out some misunderstandings concerning the L2 status factor, as presented in the keynote and we also discuss the predictions that the TPM can make in a critical manner.</jats:p>
Recension av Extra, G. & Gorter, D. (eds), The other languages of Europe : demographic, socioling... more Recension av Extra, G. & Gorter, D. (eds), The other languages of Europe : demographic, sociolinguistic and educational perspectives
This text comments on the Keynote article ‘Microvariation in multilingual situations: The importa... more This text comments on the Keynote article ‘Microvariation in multilingual situations: The importance of property-by-property acquisition’ by Marit Westergaard, who argues for Full Transfer Potential within the Linguistic Proximity Model in third language (L3) acquisition. The commentary points at some theoretical and methodological issues related to the Linguistic Proximity Model, e.g. the age factor in language learning, the role of metalinguistic knowledge and proficiency in L3 learning, and the lack of predictive power of the model.
This study investigates lexical transfer in four German learners' oral production of L3 Swedish. ... more This study investigates lexical transfer in four German learners' oral production of L3 Swedish. They have already learned English as an L2. The point of departure is Williams and Hammarberg's [1998. Language switches in L3 production: implications for a polyglot speaking model. Applied Linguistics, 19, 295-333] case study in which Swedish was also the L3, but the learner had English as an L1 and German as an L2. Williams and Hammarberg convincingly showed that the background languages played different roles in L3 oral production: L1 English had an instrumental role, while L2 German was assigned a supplier role. The determining factor for the assignment of supplier role was L2 status and of instrumental role common access and established practice. In the present study the model is tested on the same involved languages; but English is the L2 and German the L1. The model would predict that English L2 will be used in both the supplier and the instrumental role. However, the results indicate that this is not the case. Possible explanations are discussed.
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