Complex transfer processes in multilingual language (L3/L
            <sub>n</sub>
            ) acquisition of Spanish past tenses: the role of non-native language (L2) transfer

Eibensteiner, Lukas

doi:10.1080/14790718.2022.2164768

Cited by 2 publications

(2 citation statements)

References 38 publications

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“…To some extent, reading is a process of interaction, communication, and re-creation in thinking between the reader and author, requiring the integration and coordination of linguistic, cognitive, and affective factors. Notably, since reading literacy of a reader's native language has positive transfer effect on that of his or her foreign language (Eibensteiner, 2023), reading habits and reading attitude matter more in the assessment framework than language proficiency (seen in Table 3), which is consistent with previous research (Kaderavek et al, 2014;Nootens et al, 2018;Lopes et al, 2022), demonstrating that individual behaviors of the reader should be measured more widely and deeply.…”

Section: The Correlation Between Students' Reading Literacy and Their...supporting

confidence: 86%

Development of the reading literacy questionnaire for EFL learners at primary schools

Kang

Shao

2023

Front. Psychol.

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Previous studies have indicated that there are a variety of factors influencing reading literacy assessment, including linguistic, cognitive, and affective factors, but little has been done on how to integrate these influential factors reasonably in a reading literacy instrument. As such, the purpose of this study is to develop and validate an English Reading Literacy Questionnaire (ERLQ) for English as foreign language (EFL) learners at the elementary level. The ERLQ was designed and revised through three rounds of validation with a sample of 784 pupils (Grades 3–6) in six primary schools from six provinces in China. Validity and reliability tests of the questionnaire were conducted with item analysis, Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), reliability test, and the analysis of criterion validity in SPSS 26.0 and AMOS 23.0. Results indicated that the revised ERLQ had high internal consistency, ranging from 0.729 to 0.823. The criterion validity of the ERLQ was supported by significant correlations to the Chinese Students’ English Rating Scale verified by the authoritative department, with a correlation coefficient of 0.871. The study shows that the revised questionnaire, with 3 dimensions of 14 items, has high reliability and validity, which can be used as an assessment instrument for the intended audience. It also suggests that modifications may be made for further use in other regions and countries, depending on the background information of the learners.

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Section: The Correlation Between Students' Reading Literacy and Their...supporting

confidence: 86%

Development of the reading literacy questionnaire for EFL learners at primary schools

Kang

Shao

2023

Front. Psychol.

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“…Beneficial effects of typological proximity on linguistic transfer are also traceable from languages acquired later in life. Structures that are similar across languages are most likely to be transferred, both from a Romance L2 language into a Romance L3 (Comajoan-Colomé, 2019;Eibensteiner, 2021Eibensteiner, , 2022Eibensteiner, , 2023Vallerossa, 2021Vallerossa, , 2022 and from L2 English to a Romance L3 (Eibensteiner, 2019). Transfer of meanings originating in L2 English has also been found in a study by Vallerossa et al (2021), where learners with high aspectual knowledge in English (operationalized as knowledge of the contrast perfective/progressive) outperformed learners with low aspectual knowledge in English when it came to the progressive meaning expressed by the Italian Imperfect.…”

Section: Transfer Studies On the Non-native Acquisition Of Romance As...mentioning

confidence: 99%

Always trust your gut?

Vallerossa,

Bardel

2023

LIA

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The study examines how three undergraduate beginner students of Italian as L3 make sense of Italian tense-aspect morphology based on other languages. All students had knowledge of Swedish, English, and French, in each case acquired in a particular chronological order. The participants completed two C-tests and three interpretation tests of aspectual contrasts in English, French, and Italian. The latter was complemented by written comments. The results of the Italian interpretation test varied depending on tense-aspect configurations. A qualitative analysis of the comments revealed four categories of metalinguistic reflections, referring to: (i) explicit rules, (ii) intuition, (iii) other languages, and (iv) uncertain/unknown, differently distributed among the students. The results suggest that the students relied on their L1(s) as well as their L2(s) depending on type of transfer, whether linguistic or conceptual, which is discussed in light of some recent L3 models.

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Complex transfer processes in multilingual language (L3/L _n ) acquisition of Spanish past tenses: the role of non-native language (L2) transfer

Cited by 2 publications

References 38 publications

Development of the reading literacy questionnaire for EFL learners at primary schools

Development of the reading literacy questionnaire for EFL learners at primary schools

Always trust your gut?

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Complex transfer processes in multilingual language (L3/L n ) acquisition of Spanish past tenses: the role of non-native language (L2) transfer

Cited by 2 publications

References 38 publications

Development of the reading literacy questionnaire for EFL learners at primary schools

Development of the reading literacy questionnaire for EFL learners at primary schools

Always trust your gut?

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Complex transfer processes in multilingual language (L3/L _n ) acquisition of Spanish past tenses: the role of non-native language (L2) transfer