Introduction: Some notes on the generative study of L3 acquisition

Abstract

This article serves as a state-of the-science review of the blossoming field of generative third language (L3) acquisition as well as an introduction to this special issue on the same topic. We present and argue for the relevance of adult L3/L n acquisition for many perennial questions that have sat at the core of linguistic approaches to adult language acquisition since the Principles and Parameters framework was first adopted into second language acquisition (SLA; e.g. Flynn, 1985, 1987; Liceras, 1985; White, 1985a, 1985b; Schwartz, 1986). Furthermore, we highlight the unique, specific questions that have emerged from studying L3/L n from a generative perspective thus far while suggesting refinements to these questions and additional ones that should emerge in future inquiry.

One-on-One Language Teaching and Learning

“…One learner may simultaneously be learning three languages while another may be considered multilingual if they know a "bonus language," such as a Swedish speaker who can understand the linguistically close languages of Norwegian and Danish (Hammarberg, 2010). Multilingual learners are a relatively new area of study (Lindqvist & Bardel, 2010;Rothman et al, 2011) and there is some debate as to the language learning process in a third or additional language.…”

“…They hypothesize that metalinguistic awareness was higher among those who could compare multiple languages when learning French. How language transfer occurs is not agreed upon, though (Rothman et al, 2011). Multilingual learners bring with them:…”

Assessing multilingual lexical incorporation hypotheses through a primed picture-naming task*

“…Falk & Bardel, 2010;Rothman, Iverson, & Judy, 2011). Transfer effects are part of this group of shared concerns, and have taken many names -CLI being one of them-depending on the approach and idiosyncratic preferences of the author.…”

Gender agreement in L3 English by Basque/Spanish bilinguals

“…Over the past decade, interest in third language (L3) acquisition from a generative perspective has emerged, especially in the domain of morphosyntax (Leung, 2007(Leung, , 2009Rothman et al, 2011). This research seeks to explore the role of previous linguistic knowledge in the development of L3 interlanguage and find answers to issues related to L3 developmental sequences, L3 feature availability and L3 ultimate attainment (Bardel & Falk, 2007;Flynn, Foley, & Vinnitskaya, 2004;García Mayo & Rothman, 2012;García Mayo & Villarreal Olaizola, 2011;Iverson, 2009;Jaensch, 2009;Leung, 2007Leung, , 2009Rothman, 2010;Rothman & Cabrelli Amaro, 2010).…”