The influence of prior language learning experiences on learning of unrelated or distantly related languages (original) (raw)
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This article looks at the general effects of bilingualism on cognitive development and highlights the specific effects of bilingualism on third language acquisition. First, it examines the effects of bilingualism on cognitive development, metalinguistic awareness and communicative skills and then, it focuses on the specific effects of bilingualism on third language proficiency by discussing the results of several research studies conducted in different settings and contexts. An important distinction is made between studies focusing on the acquisition of general proficiency in the third language and studies that examine specific aspects of third language proficiency. The effects of bilingualism on third language acquisition are discussed as related to the experience acquired by third language learners in the process of second language acquisition and the effects of bilingualism on metalinguistic awareness and communicative skills. These effects are also discussed with reference to th...
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Bilingualism and Third Language Acquisition
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A study investigated the role of bilingualisr (Basque/Spanish) and motivation in third (English) language acquisition in Spain's Basque country. Subjects were 321 secondary school students in two programs, one with instruction primarily in Spanish and one with instruction primarily in Basque. The following independent variables were analyzed in the subjects: bilingualism (early or late); competence in Basque; monolingual versus bilingual mother; principal language of instruction; general intelligence; Attitude toward English; effort made to learn English relative to other subjects; visits to English-speaking countries; and English language instruction outside school. Dependent variables that were examined include achievement in the four language skills (listening, speaking, reading, writing), vocabulary, and grammar. Data were gathered by questionnaire, written tests of English, and interviews in English. Results indicate that: bilinguals performed better in English than monolinguals; highly motivated students performed best; and there were complex interaction effects of bilingualism, motivation, family bilingualism, Basque as the primary language of instruction, and intelligence on English achievement. Contains 32 references. Results of data analyses are appended. (MSE)