L1 vowels of multilinguals: the applicability of SLM in multilingualism

Sypiańska, Jolanta

doi:10.1515/rela-2016-0003

Cited by 7 publications

(6 citation statements)

References 19 publications

(14 reference statements)

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“…If this is the case, we would then expect that upon acquisition of an L3, segments of all three languages would share a common phonological space. Indeed, Sypiańska (2016a) found some support for this proposal by analyzing the production of L1, L2, and L3 vowels by L3 speakers. We might also expect that perceptual assimilation of native and non-native segments would work in a similar way, with the only difference being that L3 segments could potentially be perceptually assimilated with either L1 or L2 segments, depending on which previously learned segment the L3 segment is most similar to.…”

Section: Implications For Models Of L3 Acquisitionmentioning

confidence: 95%

Acquisition of the Tap-Trill Contrast by L1 Mandarin–L2 English–L3 Spanish Speakers

Patience

2018

Languages

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The goals of this study were to investigate the developmental patterns of acquisition of the Spanish tap and trill by L1 Mandarin–L2 English–L3 Spanish speakers, and to examine the extent to which the L1 and the L2 influenced the L3 productions. Twenty L1 Mandarin–L2 English–L3 Spanish speakers performed a reading task that elicited production of rhotics from the speakers’ L3 Spanish, L2 English, and L1 Mandarin, as well as the L2 English flap. The least proficient speakers produced a single substitution initially, generally [l]. The same non-target segment was produced for both rhotics, mirroring the results of previous studies investigating L1 English–L2 Spanish speakers, indicating that this may be a universal simplification strategy. In contrast to previous work on L1 English speakers, the L1 Mandarin–L2 English–L3 Spanish speakers who had acquired the tap did not tend to use it as the primary substitute for the trill. Overall, the L1 was a stronger source of cross-linguistic influence. Nonetheless, evidence of positive and negative L2 transfer was also found. The L2 flap allophone facilitated acquisition of the L3 tap, whereas non-target productions of the L2 /ɹ/ were also observed, revealing that both previously learned languages were possible sources of cross-linguistic influence.

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Section: Implications For Models Of L3 Acquisitionmentioning

confidence: 95%

Acquisition of the Tap-Trill Contrast by L1 Mandarin–L2 English–L3 Spanish Speakers

Patience

2018

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“…It is worth investigating whether SLM, a classic SLA model, can be extended to explain and predict multilingual acquisition. Sypiańska (2016a) investigated the applicability of SLM in multilingual acquisition, and the results supported the majority of the predictions regarding equivalence classification.…”

Section: Sla Of Stopsmentioning

confidence: 70%

“…It will be challenging but theoretically and practically rewarding to investigate whether SLA models can be applied in TLA. Sypiańska (2016a) investigated the applicability of SLM in multilingual acquisition and produced findings that were in line with most of the predictions of equivalence classification in SLM.…”

Section: Perception Of L3 Stopsmentioning

confidence: 77%

A Cross-Linguistic Study of L3 Phonological Acquisition of Stop Contrasts

Liu

Lin

2021

SAGE Open

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The research reported in this article investigated how students learning Japanese or Russian as a third language (L3) perceived and produced word-initial stops in their respective target language and the link between perception and production. The participants in the study were 39 Chinese university students who spoke Mandarin Chinese as their first language (L1), English as their second language (L2), and Japanese or Russian as their L3. An L3 identification task, an L3 reading task, and an L2 reading task were used to investigate the learners’ perception and production of word-initial stops. The results demonstrated that the phonetic similarity in different stop categories between L1, L2, and L3 contributed to learners’ confusion in perception. On the contrary, L3 learners could perceive the new acoustic feature voicing lead, but found it difficult to produce L3 voiced stops. In addition, the study found a positive relationship between the perception and production of voiceless stops in the initial stage of L3 acquisition, but there was no correlation between the perception and production of voiced stops. Pedagogical implications for L3 speech learning are discussed on the basis of the results.

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“…Several previous studies also suggest that the SLM could be used to predict L3 phonological perception patterns (Liu & Lin, 2021; Liu et al., 2019; Sypiańska, 2016a). For example, Liu and Lin (2021) demonstrate that multilinguals perceptually acquire L3 voiceless and voiced stops in a way predicted by the SLM (Flege, 1995).…”

Section: Theoretical Models Of L2 and L3 Acquisitionmentioning

confidence: 94%

Third language phonological acquisition: Understanding sound structure in a multilingual world

Wang

Nance

2023

Language and Linguist. Compass

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The field of third language acquisition has gathered increased attention over the last three decades. However, phonological acquisition in an L3 is still relatively understudied within the field, despite there likely being over a billion people regularly using an L3 worldwide. In this paper, we review experimental and theoretical studies of sequential L3 acquisition to date and aim to give implications for future L3 phonological acquisition research, laying the groundwork for advances in this area. According to the reviewed studies, it is necessary to adapt previous second language phonology models (i.e. SLM/SLM‐r, PAM/PAM‐L2, L2LP) into future L3 phonological research. Additionally, it is essential to expand the research scope and time scale to reflect linguistic diversity, age and education background of participants, and the processes of learning.

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L1 vowels of multilinguals: the applicability of SLM in multilingualism

Cited by 7 publications

References 19 publications

Acquisition of the Tap-Trill Contrast by L1 Mandarin–L2 English–L3 Spanish Speakers

Acquisition of the Tap-Trill Contrast by L1 Mandarin–L2 English–L3 Spanish Speakers

A Cross-Linguistic Study of L3 Phonological Acquisition of Stop Contrasts

Third language phonological acquisition: Understanding sound structure in a multilingual world

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