The main concern of the present study was to investigate the probable correlation between the bilinguals' second language grammatical proficiency level and their third language grammatical proficiency level. The current study was implemented on selecting a total of 100 Iranian female high school students studying at second grade from two educational districts of Tabriz (an Azeri-speaking city in Iran). The participants were homogeneous in terms of their English proficiency level (achieved through the Oxford Solutions Placement Test), sex, and age. They attended public high schools; they were taught the same material and they had the same number of hours of instruction. Two grammatical proficiency tests (Persian and English), a background questionnaire were administered to the participants. Statistical analyses including descriptive statistics and a Spearman's Rho Correlation revealed a significant correlation between the bilinguals' second language grammatical proficiency level and their third language grammatical proficiency level. Finally, the implications of the results as they relate to educational programs were discussed.
The present study examined the role of L1 and L2 literacy in the acquisition of English (L3) relative clauses. It was based on a correlational research design and included 100 female high school students from two educational districts of Tabriz (an Azeri-speaking city in Iran). The Oxford Solutions Placement Test, a questionnaire, and two syntactic structure tests were administered to the participants. The statistical analyses revealed: (1) no significant correlation between the bilinguals' level of literacy skills in their L1 and their acquisition of English (L3) relative clauses; (2) a significant correlation between the bilinguals' level of literacy skills in their L2 and their acquisition of English (L3) relative clauses.Key words: bilingualism; first and second language; literacy skills; third language acquisition. ---SažetakU ovom je istraživanju analizirana uloga pismenosti na prvom (J1) i drugom (J2) jeziku u ovladavanju trećim (J3) jezikom kod dvojezičnih ispitanica koje su usvajale relativne rečenice na engleskom jeziku. Pritom se koristio korelacijski nacrt istraživanja u kojem je sudjelovalo 100 učenica srednje škole, odabranih iz dvaju obrazovnih područja u Tabrizu (grad u Iranu u kojem se govori azerski jezik). Od instrumenata su se koristili: test engleskog jezika (eng. The Oxford Solutions Placement Test), upitnik i dva testa za provjeru znanja o sintaktičkim strukturama. Statističke su analize otkrile da: (1) ne postoji značajna korelacija između razine pismenosti na prvom jeziku kod dvojezičnih učenica i njihova usvajanja relativnih rečenica na engleskom kao trećem jeziku; (2) postoji značajna korelacija između razine pismenosti na drugom jeziku kod dvojezičnih učenica i njihova usvajanja relativnih rečenica na engleskom kao trećem jeziku.Ključne riječi: dvojezičnost; prvi i drugi jezik; vještine čitanja i pisanja; ovladavanje trećim jezikom.
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