Third language acquisition

Jaensch, Carol

doi:10.1075/lab.3.1.04jae

Cited by 15 publications

(11 citation statements)

References 56 publications

(44 reference statements)

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“…The concept of TLA first appeared in the late 1980s, and has gradually gained increasing attention from linguistic scholars [11][12][13]. Extant literature on TLA mainly covers the influence of L1 and L2 on TLA [12], the differences between SLA and TLA [8,10], and cross-language interactions in TLA [25][26][27]. It must be noted that such studies usually focus on the TLA of immigrants [26,28], but the TLA of L2 language majors has been underexplored.…”

Section: Third Language Acquisition and Second Foreign Language Acquimentioning

confidence: 99%

“…However, despite its importance, academic attention to third or multiple language learning is rather limited. While many scholars suggest that third language acquisition (TLA) is the same as second language acquisition (SLA) [5][6][7], some point out that differences do exist between the two, and maintain that TLA deserves more scholarly attention [8][9][10].…”

Section: Introductionmentioning

confidence: 99%

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Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment

2020

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Inadequate research attention has been paid to the learning of a third language. For this reason, this study explores senior English major students' learning of additional foreign languages in seven universities in Shaanxi Province, China. The study examines the relationship between the participants' motivation and language proficiency through a questionnaire, and the collected data are analyzed using hierarchical linear regression analysis. The results identify that the participants' instrumental and integrative motivations positively influence their second foreign language proficiency. Further analysis reveals that the connection between the participants' motivation and language proficiency is mediated by foreign language enjoyment. These findings form the basis of our suggestions for the sustainable learning and teaching of foreign languages in universities.Sustainability 2020, 12, 1302 2 of 13 the field of positive psychology have pointed out the importance of foreign language enjoyment (FLE) in language acquisition [22][23][24], more work is needed to elaborate the role of FLE in foreign language learning. Considering FLE's connection with mental activity, we assume in this paper that it mediates the relationship between motivation and foreign language proficiency, and we try to examine this mediating effect in the TLA context. Therefore, the present study uses survey data from seven universities in Shaanxi Province, China, to explore the process of second foreign language acquisition, examining and explicating the relationship between motivation and language proficiency as well as the mediating role of FLE on the focal relationship. Theoretically, this paper enriches our understanding of how motivation influences second foreign language proficiency, facilitates further interest in TLA in terms of individual differences, and highlights the importance of positive psychology in learning a second foreign language. Practically, it suggests important implications for the sustainability of second foreign language teaching and learning.

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Section: Third Language Acquisition and Second Foreign Language Acquimentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment

2020

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“…Does a L2 have an influence on L3 speaking proficiency and, if so, is its effect different from L1 influence? The L3 literature suggests that both L1 and L2 typology in relation to the L3 and the L1 and L2 proficiency levels play a role (Cenoz, ; Jaensch, ; Murphy, ). However, it is unclear whether L2 typological similarity is more or less important than L1 typological similarity and whether L2 proficiency is more or less important than L1 proficiency.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

L1 and L2 Distance Effects in Learning L3 Dutch

Schepens

Slik²,

Hout³

2015

Language Learning

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Many people speak more than two languages. How do languages acquired earlier affect the learnability of additional languages? We show that linguistic distances between speakers' first (L1) and second (L2) languages and their third (L3) language play a role. Larger distances from the L1 to the L3 and from the L2 to the L3 correlate with lower degrees of L3 learnability. The evidence comes from L3 Dutch speaking proficiency test scores obtained by candidates who speak a diverse set of L1s and L2s. Lexical and morphological distances between the L1s of the learners and Dutch explained 47.7% of the variation in proficiency scores. Lexical and morphological distances between the L2s of the learners and Dutch explained 32.4% of the variation in proficiency scores in multilingual learners. Cross-linguistic differences require language learners to bridge varying linguistic gaps between their L1 and L2 competences and the target language

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“…Note that the L2-La terms do not necessarily indicate temporal order (as it does e.g. in Jaensch, 2013). Rather, La is used for "additional language" or LX (Van der Silk, van Hout & Schepens, 2017;García Mayo & Rothman, 2012;Dewaele & Salomidou, 2017).…”

Section: The Current Studymentioning

confidence: 99%

“…Existing accounts of La acquisition focus on beginning language learners and on whether their hypotheses about the La grammar are more affected by their L1 or L2 knowledge (for review, see González Alonso & Rothman, 2017;González Alonso, Rothman, Berndt, Castro & Westergaard, 2016;Rothman & Halloran, 2013;de Bot & Jaensch, 2015;Jaensch, 2013). Several studies have looked at whether a native language, which has been acquired earlier and used for longer, is more internalized than a non-native language and thus more likely to be used to generate hypotheses about La grammatical constraints (Hermas, 2010(Hermas, , 2014Lozano, 2002;Jin, 2009;Na Ranong & Leung, 2009).…”

Section: Models Of La Acquisitionmentioning

confidence: 99%

The role of native and non-native grammars in the comprehension of possessive pronouns

Lago¹,

Garcia²,

Felser³

2018

Preprint

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Previous studies have shown that multilingual speakers are influenced by their native (L1) and non-native (L2) grammars when learning a new language. But so far, these studies have mostly used untimed metalinguistic tasks. Here we examine whether multilinguals’ prior grammars also affect their sensitivity to morphosyntactic constraints during processing. We use speeded judgments and self-paced reading tasks to examine the comprehension of German possessive pronouns. To investigate whether native and non-native grammars differentially affect participants' performance, we compare two groups of non-native German speakers with inverse L1-L2 distributions: a group with L1 SPANISH-L2 ENGLISH, and a group with L1 ENGLISH-L2 SPANISH. We show that the reading profiles of both groups are modulated by their L1 grammar, with L2 proficiency selectively affecting participants' judgment accuracy but not their reading times. We propose that reading comprehension is mainly influenced by multilinguals’ native grammar, but that knowledge of an L2 grammar can further increase sensitivity to morphosyntactic violations in an additional language.

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Third language acquisition

Cited by 15 publications

References 56 publications

Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment

Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment

L1 and L2 Distance Effects in Learning L3 Dutch

The role of native and non-native grammars in the comprehension of possessive pronouns

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