Journal ArticleDOI
The Cumulative-Enhancement Model for Language Acquisition: Comparing Adults' and Children's Patterns of Development in First, Second and Third Language Acquisition of Relative Clauses
TLDR
In this paper, the role of the learner's first language (L1) in succeeding language acquisition is investigated. But the L1 does not play a privileged role in all subsequent language acquisition.Abstract:
In this paper we argue that investigation of third language (L3) acquisition by adults and children provides essential new insights about the language learning process that neither the study of first language (L1) nor second language (L2) acquisition alone can provide. The focus of this paper concerns the role the learner's L1 plays in succeeding language acquisition. Specifically, does the L1 maintain a privileged role in all subsequent language acquisition or is it possible that all languages known can play a role in subsequent language acquisition? Results from several ongoing L3 acquisition studies investigating adults and children learning English as an L3, whose L1 is Kazakh and whose L2 is Russian, are reported in this paper. We compare the learners' patterns of acquisition in production of three types of restrictive relative clauses. Adults are compared to children; speakers are compared at comparable levels of linguistic competence in the languages. Results indicate that the L1 does not play a pr...read more
Citations
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The role of the second language in third language acquisition: the case of Germanic syntax
Camilla Bardel,Ylva Falk +1 more
TL;DR: The authors argue that there is a qualitative difference between the acquisition of a true second language (L2) and the subsequent acquisition of an L3 and present counter-evidence to this hypothesis from two groups of learners with different L1s and L2s acquiring Swedish or Dutch as L3.
Journal ArticleDOI
L3 syntactic transfer selectivity and typological determinacy: The typological primacy model
TL;DR: Rothman et al. as discussed by the authors show that syntactic transfer is selective, whereby, at least under certain conditions, it is driven by the typological proximity of the target L3 measured against the other previously acquired linguistic systems.
Journal ArticleDOI
Teaching third languages: Findings, trends and challenges
TL;DR: This article provided an overview of international research on third language learning and teaching, including examples mainly from a European background, focusing on sociolinguistic, psycholinguistic and educational aspects of multilingual teaching.
Journal ArticleDOI
A DST Model of Multilingualism and the Role of Metalinguistic Awareness
TL;DR: The authors suggest that a dynamic systems theory (DST) provides an adequate conceptual metaphor for discussing multilingual development and that metalinguistic knowledge and awareness of this knowledge play a crucial role in the development of individual multilingualism.
Journal ArticleDOI
Linguistic and cognitive motivations for the Typological Primacy Model (TPM) of third language (L3) transfer: Timing of acquisition and proficiency considered
TL;DR: The authors argued that the mind unconsciously determines typological (structural) proximity based on linguistic cues from the L3 input stream used by the parser early on to determine holistic transfer of one previous (the L1 or the L2) system.
References
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Methods for Assessing Children's Syntax
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The role of the second language in third language acquisition: the case of Germanic syntax
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