Influence of L1/L2 linguistic knowledge on the acquisition of L3 Spanish past tense morphology among L1 German speakers

The Role of Linguistic Typology, Target Language Proficiency and Prototypes in Learning Aspectual Contrasts in Italian as Additional Language

“…In fact, knowing a Romance language helps learners appropriate the entire array of combinations of verb types and past tenses more rapidly than their peers without knowledge of a Romance language. Crucially, this would partly contradict previous studies postulating a differential learning path for prototypical and non-prototypical associations (see Diaubalick et al 2020;Salaberry 2005Vallerossa et al Forthcoming). Unlike these studies, our data suggest that both types of associations are ultimately acquirable and that L2 knowledge is transferable not only for prototypical but also for non-prototypical associations.…”

“…This held true both for languages of the same family, for example two Romance languages, and for languages that, in spite of their belonging to different families, codify aspect similarly. The former is the case of English L1 speakers having knowledge of a Romance language as L2 approaching another foreign Romance language (Diaubalick et al 2020;Foote 2009;Salaberry 2005). The latter regards speakers of a Germanic language as L1 learning a Romance language as L3 with knowledge of English as L2 (Eibensteiner 2019;Vallerossa et al Forthcoming).…”

“…In fact, learners seem to consistently produce these associations at some point in the development of TA morphology (Andersen 1993;Shirai and Andersen 1995). A second important factor is the typology factor, namely whether there is transfer in the realm of aspect due to typological relationships of proximity and distance between previously known languages (both the L1 and L2) and the target language (TL) (for the influence of the L1 in L2 acquisition see Collins 2002;Izquierdo and Collins 2008; for the influence of the L2s in additional language learning see Diaubalick et al 2020;Eibensteiner 2019;Foote 2009;Salaberry 2005;Vallerossa et al Forthcoming). These two factors interact with a third factor, which is TL proficiency, but their impact varies at different acquisition stages (McManus 2011(McManus , 2015Salaberry 2008).…”

“…Specifically, L2 proficiency, understood as knowledge of aspectual contrasts in the L2s, was a prerequisite for transfer to occur (Eibensteiner 2019;Vallerossa et al Forthcoming). In addition, the typological similarity between the L2 and the TL contributed to transfer (Diaubalick et al 2020;Foote 2009;Salaberry 2005. Although the influence of TL proficiency was not investigated in these studies on the acquisition of aspect, research on multilingual transfer found that L2 influences are strongest during the initial stages of acquisition of an Ln while they decline with increased TL proficiency (Bardel and Lindqvist 2007;Sánchez and Bardel 2017;Williams and Hammarberg 2009).…”

The 12th International Conference on Third Language Acquisition and Multilingualism IAM L3 Zagreb 2022 : Book of Abstracts

“…LukasEibensteiner, Friedrich Schiller University Jena, Jena, Germany Although the influence of the L1 in L2 acquisition of Spanish past tenses has been extensively studied (e.g., Diaubalick/Guijarro-Fuentes 2019), there are only a few studies that have focused on L3 acquisition (e.g.,Diaubalick et al 2020;Salaberry 2020). Even though several authors have pointed out the importance of L2 proficiency for transfer (e.g.,Müller-Lancé 2006), most transfer hypotheses focus on other explanatory variables, such as typological or structural proximity (e.g., Rothman 2015; Slabakova 2017), or L2 status (e.g.…”