Cross-Linguistic Influences in Spanish L3 Acquisiton - Conclusion_Bayona2009.pdf (original) (raw)
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Cross-Linguistic Influences in Spanish L3 Acquisition - Chapter III Bayona2009
In this chapter we examine the implications of the findings presented in the previous chapter. The first section is devoted to the analysis of the quantitative findings obtained through the use of inferential statistics regarding the qualitative classification of the errors, and later we discuss the theoretical implications of these findings in light of the research on transfer and crosslinguistic influences. On methodology Our study has followed a mixed methodology approach (Dornyei, 2007), which combines a quantitative analysis and a qualitative description of CLI. The qualitative description of CLI was made according to a lexical, morphological and syntactic analysis of the errors that showed evidence of CLI, which can be summarized with the following examples 1 : 1 For detailed criteria employed in the classification of CLI, see Chapter II.
Sociedad Menéndez Pelayo, 2018
English as a foreign language (EFL) oral production is influenced by the native language of the learners. This cross-linguistic influence (CLI) can be evidenced in Spanish native speakers by the use of cognates and borrowings, among others. Yet, little is known about the individual and contextual variables that contribute to their usage. This study lies within the area of CLI in foreign language learners and the research questions revolve around aspects such as the amount and types of CLI in EFL learners' oral production, and predictors such as the effect of age, type and amount of exposure, and proficiency on the amount of CLI. Martín-Gascón, B. (2018). Cross-linguistic Influence in Spanish-speaking Learners of English as a Foreign Language: A Cross-sectional Analysis of an oral production corpus. Aplicaciones de la Lingüística de corpus al estudio de lenguas modernas, eds. M. Gómez-Martínez, M. C. Moral del Hoyo & J. T. Williams Camus, (pp. 47-75). Santander: Real Sociedad Menéndez Pelayo. https://dialnet.unirioja.es/servlet/articulo?codigo=6929719
Ikala Revista De Lenguaje Y Cultura, 2008
Most research in third language acquisition has focused on the effects that factors such as language distance, second language (L2) status, proficiency or recency have on the choice of the source language (L1) in cross-linguistic influence (CLI). This paper presents a study of these factors, and of the influence that the L1 (Spanish) has on L2 (English) and L3 (Catalan) oral production. Lexical and syntactic transfer are analysed in the production of Catalan and English of two multilingual speakers with similar knowledge of non-native languages. They were interviewed twice in an informal environment. The results show that the L1 is the main source of transfer, both in L2 and L3 production, but its influence decreases as proficiency in the target language increases. Language distance also plays an important role in CLI, especially if proficiency in the source language is high and if there has been recent exposure to it. The findings also suggest that while syntactic transfer is exclusively L1-based, lexical transfer can occur from a non-native language.
El gos és a dins del basket": lexical CLI in L3 Catalan by LI English-speaking learners
Revista Espanola De Linguistica Aplicada, 2013
This study lies within the area of Third Language Acquisition by analysing L1 English-speaking learners of Catalan with L2 Spanish. We investigate the relation between the languages that the learners already know (L1 English, L2 Spanish) and the language that is currently being acquired (L3 Catalan) in the appearance of lexical crosslinguistic influence (CLI) and the factors involved in the process. Participants were 12 students from the United States on a stay-abroad programme at the University of Barcelona. Data were obtained from an oral picture description task and a questionnaire regarding their linguistic background. Results showed that the relevant factors in the appearance of different types of CLI in L3 Catalan are proficiency in the L2, L2 onset age, formal instruction in the L3 and use of the L3. Content borrowings were the most frequent type of CLI. Finally, CLI was found to be more frequent from L2 Spanish than from L1 English. These findings are discussed in light of previous studies.
Exploring the L2-L3 effects in the interlanguage systems of multilingual speakers. A case study.
Since the beginnings of language in human history, “no language group has ever existed in isolation from other language groups” (Grosjean, 1982:1). Therefore Multilingualism, and thus Interlanguage, is a phenomenon which is as old as the human race. Nowadays, although “there are (…) no really precise figures on the number and distribution of speakers of two or more languages” (Romaine, 1995:8), it is estimated that about half of the world’s population falls into the category of multilinguals. Despite the fact that we are living in a multilingual world, where knowing one foreign language has almost become a standard and knowing more than one is gaining an increasing popularity, little attention has been paid to L2 acquisition and much less still to L3. This is one of the two vital reasons for the topic of my MA thesis on L3 speakers. The second reason, or rather an inspiration, are simply my friends, who make funny insertions every now and again from different languages into their NL or into other languages which they are able to communicate in.
L3-Task is a pilot project based on a European project proposal by the University of Vienna (Austria), the University of Alicante (Spain), the University of Barcelona (Spain), the UNED of Madrid (Spain), and the University of Jena (Germany). The pilot project aimed at implementing and investigating peerto-peer interaction between students of a third language (L3) through blended online tandems organized by the universities involved in the project, all of which offer formal courses of third languages. The present paper focusses on the participation in oral peer-to-peer interaction in German by students who are native speakers (NSs) of Spanish (L1), have studied English as a second language (L2) and are acquiring German as an L3 within a university program based on an A1 CEFR-based framework. In order to provide these non-native speakers (NNSs) of German with opportunities to develop oral competence, online tandems were organized with students at the University of Vienna who are NSs or near-nativespeakers of German (NNSs-high). During their online encounter, the tandem partners carried out task-based interactions related to the formal German language course in university education. The interactions were carried out outside the classroom, and recorded and stored by the students themselves with the help of a common video-conference platform. In this article we present samples of transcribed interactions in German by 11 tandems composed of a NNS and a NS or NNS-high. The interactions were initially set up through the use of English, which is the tandem partners´ common L2.
Estudos da Língua(gem), 2019
O presente estudo investigou a influência fonética interlinguística (CLI) em falantes de mandarim como L1, inglês como L2 e espanhol como L3. O objetivo foi determinar se a L1 ou a L2 era uma fonte mais forte de CLI em falantes trilíngues de três línguas tipologicamente distintas, e examinar até que ponto a proficiência de L2 e L3 desempenham um papel. Duas análises foram realizadas. Na análise geral, juízes hispânicos (N = 22) escutaram passagens lidas por falantes de mandarim como L1, de inglês como L2 e de espanhol como L3 (N = 17) com diferentes níveis de proficiência da L2 e da L3, e tentaram identificar o idioma nativo dos indivíduos. Na análise local, a produção da vibrante múltipla alveolar da L3 foi examinada, a fim de determinar se a L1 ou a L2 foi uma fonte mais frequente de transferência. As duas análises revelaram que tanto a L1 quanto a L2 foram possíveis fontes de transferência, embora a L1tenha sido uma fonte mais forte no geral. A proficiência oral de L2 e L3 não fo...
L 3 Workshop : Multilingual Language Acquisition , Processing and Use 07
2019
The relationship between speech production and inhibitory control in young multilinguals Jorge González Alonso et al. Initial Stages Transfer into L3 is Complete and Based on Overall Typological Proximity Christina Domene Moreno L1-L2 interaction in L3 acquisition-why we need multi-feature analyses Halina Lewandowska Investigating reverse lateral CLI in L3 development through switching cost procedure Marit Westergaard et al. Full transfer in L3A: Wholesale or property-by-property? POSTERS Christoph Gabriel et al. Global speech rhythm and intonation in L3 French: Comparing bilingual Turkish-German and monolingually raised German learners Christoph Gabriel and Merve Özaslan Final voiced obstruents in English and French as foreign languages: Comparing monolingual German and bilingual Turkish-German learners Eliane Lorenz et al. Cross-linguistic influence in third language acquisition: adverb and adverbial placement in English Eva-Maria Schnelten et al.
Crosslinguistic influences in the acquisition of Spanish L3
2010
This paper reports on learning experiments designed to explore the learnability of compounds by foreign language learners. The results indicate that the learnability of compounds seems to be influenced by cross-linguistic differences between L1 and L2, including morphological structure, semantic equivalence of constituents, transparency, and congruence or incongruence between metaphorical motivation. It may also be influenced by previous knowledge of the meanings of constituents, frequency and some other factors. The compounds that seem easiest to learn tend to be parallel in morphological structure with the L1 item, transparent, descriptive, nonmetaphorical, and tend to belong to a productive pattern. Learnability depends both on cross-linguistic differences and universal principles of lexical acquisition.