This article has two aims: we first test the applicability of Talmy's typology for describing the cross-linguistic encoding of directed motion with Norwegian and Bulgarian. Theoretically, these languages belong to the same group of satellite-framed languages. However, we show that they differ in their preferred strategies. Norwegian prefers an elaborate prepositional inventory and Bulgarian employs a rich verbal lexicon. We also test whether Bulgarian L2 speakers of Norwegian follow the L1 strategy in describing directed motion. We find no evidence of transfer in L2 speaker responses, which suggests target language thinking-for-speaking patterns.
The present study investigated the acquisition of verb movement in L3 French by L1 speakers of Norwegian with English as their L2. To investigate the impact of previously learned languages in L3 acquisition, we looked at two sentence types with lexical verbs where Norwegian, English, and French differ in systematic ways: a) non-subject initial declarative main clauses and b) subject-initial declarative main clauses with a short sentence-medial adverbial. Students completed acceptability judgment tasks in both the L2 and
the L3. Results did not indicate a privileged status for either language as a source of transfer. Rather, there were indications that both prior languages may influence L3 French. We argue that the partially overlapping surface word order with French in each prior language may cause non-target transfer into the L3. Furthermore, higher L2 proficiency was associated with less evidence of L2 transfer in the L3.
I denne artikkelen tegner jeg et bilde av den flerspråklige kompetansen hos et utvalg fransk- og tyskelever på videregående skole og viser at det flerspråklige repertoaret deres går ut over morsmål og engelsk, samt at det varierer både i ferdighetsnivå og i grad av formell kompetanse. Deretter går jeg gjennom hvordan to av teoriene om tredjespråktilegnelse modellerer tverrspråklig påvirkning eller transfer av grammatisk (syntaktisk) kunnskap fra språk man kan (S1 og S2) til det språket man er i ferd med å lære (S3), og diskuterer spesifikt hvordan disse to modellene har elementer i seg for også å kunne modellere språklæring i lys av den typen mangfoldig flerspråklig kompetanse som er realiteten i norske klasserom. Jeg avslutter med å trekke noen tråder fra den typen ubevisst tverrspråklig påvirkning disse lingvistiske modellene undersøker, til den typen bevisst læringsstrategi læreplanen legger opp til når den har et mål om at elevene skal kunne reflektere over hvordan de «overfører språkkunnskaper […] fra andre språk de kan eller kjenner til» (Kunnskapsdepartementet, 2019).
Focusing on the much-debated question of transfer from previously learned languages in L3 acquisition, we investigate acquisition of finite verb placement in L3 German. Participants are L1 Norwegian high-school students with L2 English, in years 1, 2, 4, and 5 of German instruction. Norwegian and German have V2 word order, while English does not. Participants completed acceptability judgments in L3 German and L2 English. Results show no clear preference for either V2 or non-V2 in German in the earliest learners, but later development towards target-like intuitions. Target-like L2 English judgments do not seem to be associated with more transfer from L2 to L3 of a given structure, and higher L2 proficiency does not predict more L2 transfer to L3.
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