The Role of L3 in the Interpretation of Articles with Definite Plurals in L2 English

Abstract

Recent developments in the acquisition of third languages (L3A) have only placed an emphasis on the influence of L1 or L2 on L3A (forward transfer). However, this study investigated the role of L1 or L3 in L2A (backward transfer), by focusing on cross-linguistic variations in generic interpretation on plural NPs. We examined how multilingual (L2 and L3) learners interpret nominals in generic contexts. Two experiments (an acceptability judgement task and a truth value judgement task) are conducted to investigate the influence of L1 and L3 on L2A (English) by third language (L3) learners. We looked at whether these learners exhibit backward transfer in the acquisition of generic NPs in English. The results of the two experiments suggest that the influence of L3 is more significant in L2A of English than that of L1. Therefore, in terms of backward transfer, the results are more supportive of the Foreign Language Effect which implies that cognitive similarities play an important role in L2A for L3 learners. In conclusion, for those multilinguals, it is important to factor the L3 (high foreignness) influence when acquiring L2 (high foreignness) because L3 transfer is more important than L1 (non-foreign) transfer.

Reverse transfer of L3 on the Interpretation of L2 Reflexives

“…In an attempt to explain the comparatively better judgment of the binding domains of reflexives on the part of CEK, we argued that there was reverse transfer from L3 to L2, and the transfer was positive in terms of the interpretation of reflexive bindings. This finding mirrored the pattern in Ahn & Jang (2019). In their study on the interpretation of definite plural NPs, Ahn & Jang found robust evidence of backward transfer from L3 French, L3 Chinese, and L3 Korean on L2 English, and concluded that for multilinguals, L3 transfer trumped any other sources of transfer in their L2 acquisition, which supported Foreign Language Effect Model 1 .…”

Native vs Non-Native English Speaking Teachers : An Analysis of Business Schools in the Tertiary Education Sector

“…Medgyes (2001) also points out that learners have different expectations of NNESTs and NESTs. These are the reason why the EFL environment is highly complex and unpredictable (Ahn & Jang, 2019;Alberto, 2013;Domenech & Gomex, 2014;Norliza, 2010;Panisonara & Panisoara, 2012;Ramsdan, 1992).…”

The effect of previously acquired languages on third language acquisition

“…However, this traditional mirror design is unable to distinguish between models that assume that all PALs can have an effect on L3A, such as the TPM and the hybrid transfer models [ 14 ]. Therefore, through a deformed mirror-image design referencing [ 33 ], we used two experimental groups: the JEC group of L1 Japanese → L2 English → L3 Chinese and the CEJ group of L1 Chinese → L2 English → L3 Japanese, and introduced three control groups: the native Japanese group (nJ group), the native Chinese group (nC group), and the native English group learning L2 Japanese (EJ group). This design can help us confirm the effect of the difference in typological proximity/structural similarity between the languages of PAL and L3 on transfer source selection, provided that all the languages exposed are the same.…”