Cross-linguistic influences, language proficiency and metalinguistic knowledge in L3 Italian subject placement

Foryś‐Nogala, Małgorzata; Broniś, Olga; Opacki, Marcin; Otwinowska, Agnieszka

doi:10.1080/14790718.2020.1811710

Cited by 8 publications

(2 citation statements)

References 43 publications

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“…At the beginning of the class, teachers can use different tools (e.g., surveys, interviews) to identify learner's language learning profiles and their beliefs about foreign language learning. Based on that, teachers can design lessons that incorporate the opportunities for students to self‐discover the internal connections and similarities between different foreign languages learned and to cultivate their positive attitude toward the cross‐linguistic influence (Forys‐Nogala et al., 2020) to improve students’ motivation in learning L3. Take learning French as an example; when starting to learn French as their L3, students often struggle with the French verb conjugation and the gender rules (i.e., masculine and feminine forms of words).…”

Section: Practical Implicationsmentioning

confidence: 99%

Linking motivation and willingness to communicate in online L3 learning context: The influence of emotions and perceived positive language interaction

Lei,

Chen,

Fan

2023

Int J App Linguistics

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The importance of “willingness to communicate” (WTC) in foreign language learning has been widely discussed. However, the current research on WTC mainly focuses on traditional classrooms, and there is insufficient attention to WTC in L3 online learning. This study explored the psychological process among motivation, WTC, foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA), and perceived positive language interaction (PPLI). Based on data collected from 492 college students who were taking the online L3 course, results showed that: (1) L3 learners were somewhat willing to use L3 for communicating in online classes; (2) motivation was positively related to WTC; (3) FLE and FLCA mediated the relationship between motivation and WTC differently; (4) PPLI had moderating effects on both the relationship between FLE and WTC and between FLCA and WTC. Implications of online foreign language learning were discussed.

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Section: Practical Implicationsmentioning

confidence: 99%

Linking motivation and willingness to communicate in online L3 learning context: The influence of emotions and perceived positive language interaction

Lei,

Chen,

Fan

2023

Int J App Linguistics

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“…The interface hypothesis further argues that syntactic structures located at the syntax-pragmatics interface are vulnerable to cross-linguistic influence, but not those that interface with semantics (Chamorro & Sorace, 2019). There is consistent evidence for cross-linguistic influence at the syntax-pragmatics interface Contemori et al, 2019;Ergün, 2021;Foryś-Nogala et al, 2020;Jachimek et al, 2022;Liu et al, 2020;Sopata, 2021;Sopata et al, 2021;Torregrossa et al, 2021;Van Dijk et al, 2022;Zhou et al, 2021). However, evidence for influence at the syntax-semantics interface is mixed (Bolonyai, 2007;Jachimek et al, 2022;Lebkuecher & Malt, 2021).…”

Section: L2 Influence On L1 Syntaxmentioning

confidence: 99%

Does L2 influence on use of L1 animacy constraints depend on alignment of syntactic and semantic features?: Evidence from Japanese–English bilinguals

Lebkuecher

Malt

2023

International Journal of Bilingualism

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Aims and Objectives: English allows inanimate objects to be sentence subjects (e.g., “The knife cut the bread”) but Korean and Japanese restrict subjects of causal sentences on the basis of animacy. In previous work, we found that Korean speakers relaxed their native grammatical animacy constraint when immersed in English (e.g., found knives to be acceptable sentence subjects in Korean). We suggested this L2 influence occurred because the Korean animacy constraint does not map cleanly onto the semantic representation of animacy—some inanimate objects (e.g., “fire”) can be subjects of causal sentences. In the current study, we further test this idea by examining the case of Japanese–English bilinguals. We predict that because the Japanese animacy constraint aligns well with the semantic representation of animacy, it will be less susceptible to L2 influence. Methodology: We first independently assessed the semantic representation of animacy by comparing animacy ratings from native speakers of Korean, Japanese, and English for 60 objects. We then asked Japanese–English bilinguals and Japanese monolinguals to provide grammaticality judgments for sentences that varied in subject animacy. Data and Analysis: We analyzed participants’ animacy ratings and grammaticality judgments using mixed-effects models. Findings: Animacy ratings supported a closer correspondence between semantic representation of animacy and the grammatical animacy constraint for Japanese grammar than for Korean grammar. In contrast to previous results for Korean speakers, Japanese–English bilinguals’ grammaticality judgments did not significantly differ from those of Japanese monolinguals. Originality: The current study is unique in that it suggests the vulnerability of structures at the syntax–semantics interface to L2 influence varies across different language groups based on the alignment between syntactic and semantic features. Implications: The current findings support the possibility that representations at the syntax–semantics interface may only be vulnerable to influence when syntax is incongruent with semantic features.

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The semantic access mechanism of L3 Spanish words

Wang,

Yang

2024

RCL

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This study investigates the lexical semantic access mode among students (n = 70) who speak Chinese as their first language (L1), English as a second language (L2), and are in the process of learning Spanish as their third language (L3). We use a cross-linguistic repetition priming paradigm with lexical decision tasks to assess whether semantic access to L3 Spanish words is achieved with the help of L1 Chinese or L2 English translation equivalents. The results show that the lexical semantic access mode varies depending on L3 proficiency level: Participants with high Spanish proficiency level have direct access to the concepts, while nonproficient Spanish learners have access to the Spanish words’ conceptual representation with the help of translation equivalents from both L1 Chinese and L2 English, which suggests that the Revised Hierarchical Model (Kroll and Stewart, 1994) in second language acquisition (SLA) can be extended to the third language acquisition (TLA) process. Our results also corroborate the Parasitic Model (Ecke, 2015), as trilingual speakers are shown to be dependent on previously acquired languages at the initial stage.

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Cross-linguistic influences, language proficiency and metalinguistic knowledge in L3 Italian subject placement

Cited by 8 publications

References 43 publications

Linking motivation and willingness to communicate in online L3 learning context: The influence of emotions and perceived positive language interaction

Linking motivation and willingness to communicate in online L3 learning context: The influence of emotions and perceived positive language interaction

Does L2 influence on use of L1 animacy constraints depend on alignment of syntactic and semantic features?: Evidence from Japanese–English bilinguals

The semantic access mechanism of L3 Spanish words

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