Third Language Acquisition Theory and Practice

Rivers, William P.; Golonka, Ewa M.

doi:10.1002/9781444315783.ch15

Cited by 16 publications

(17 citation statements)

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“…However, until recently, SLA researchers had not placed much importance on learners' holistic linguistic repertoires, and it was believed that learning languages beyond the L2 engendered similar mechanisms to those that have characterized L2 acquisition (Gass, ). This view has been contested (Rivers & Golonka, ), and research on L3 acquisition is on the rise. Studies have shown that three prominent factors impact L3 development: language typology, L2 status, and proficiency (Cenoz, ; De Angelis, ; De Angelis & Dewaele, ; Falk & Bardel, ; Hammarberg, ; Jessner, ).…”

Section: Literature Reviewmentioning

confidence: 99%

Language Mediation in an L3 Classroom: The Role of Task Modalities and Task Types

Payant

Kim

2015

Foreign Language Annals

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Pedagogical tasks in language learning settings promote learner-learner interaction and provide second language (L2) learners with opportunities to process authentic input and produce output (Philp, Adams, & Iwashita, 2014). During these interactions, learners use their language repertoire to mediate their output (Swain & Lapkin, 2000). Although language mediation has been investigated in various L2 settings, few studies have explored the mediating functions of the languages of plurilingual learners from a sociocultural perspective. The current case study examined the specific mediating functions of language sources (i.e., first, second, and third language) in the oral and written modalities during different types of pedagogical tasks among four students learning French as a third language (L3) in Mexico. Data sources included interactional turns produced during task completion and one-on-one interviews. The findings indicated that task modalities and task types impact the specific mediating functions of the L1 and L3. In addition, the quantity of L1 mediation appeared to be impacted by the learners' linguistic proficiencies. Implications for foreign language pedagogy are presented.

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Section: Literature Reviewmentioning

confidence: 99%

Language Mediation in an L3 Classroom: The Role of Task Modalities and Task Types

Payant

Kim

2015

Foreign Language Annals

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“…Various perspectives have been adopted by different researchers to address the phenomenon which are discussed in the following. TLA has been observed through different lenses: Cenoz (2009) and Rivers and Golonka (2009) viewed it from educational perspectives in terms of age factor, language usage and educational contexts; Rothman (2010) and Garcia-Mayo and Rothman (2012) adopted formal linguistic perspective, Bhatia and Ritchie (2013) focused on the sociolinguistic aspects, and Bardle and Falk (2012) concentrated on neuro-linguistic side of TLA, etc.…”

Section: Third Language Acquisitionmentioning

confidence: 99%

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2018

LLR

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Bachelor of Science Pashto students of different programs from three universities located in Lahore. The participants were asked to translate sentences from Urdu to English and from Pashto to English to find interference of both Pashto and Urdu in learning the English language. Unlike many studies, the present study negates the facilitative role of background languages in learning the target language. Apparently, although Urdu serves as a base for learning the English language, the present study recommends an independent investigation to explore the role of the Urdu language in learning English.

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“…The multilingual phenomenon can be approached from different perspectives: educational (Cenoz, 2009;Rivers & Golonka, 2009), formal linguistic (García Mayo & Rothman, 2012;Leung, 2009;Rothman, Iverson & Judy, 2011), neurolinguistic (Bardel & Falk, 2012;Franceschini, Zappatore & Nitsch, 2003), psycholinguistic (De Angelis, 2007) and sociolinguistic (Hoffman & Ytsma, 2004), among others. This article will focus on the study of third language (L3) acquisition from both psychological and formal perspectives, where the assumption is that language acquisition is a complex multi-faceted cognitive process.…”

Section: Introductionmentioning

confidence: 99%

Cognitive approaches to L3 acquisition

Mayo

2012

ijes

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Multilingualism has established itself as an area of systematic research in linguistic studies over the last two decades. The multilingual phenomenon can be approached from different perspectives: educational, formal linguistic, neurolinguistic, psycholinguistic and sociolinguistic, among others. This article presents an overview of cognitive (psychological and formal linguistic) approaches to third language (L3) acquisition where the assumption is that language acquisition is a complex multi-faceted process. After identifying what is meant by L3, the article briefly reviews the major issues addressed from both the psycholinguistic strand and the emerging L3 linguistic strand and concentrates on those aspects that are in need of further research in both.
El plurilingüismo se ha ganado su propia área de investigación dentro de los estudios de lingüística en las últimas dos décadas. El fenómeno se puede abordar desde perspectivas diferentes: educativa, lingüística de carácter formal, neurolingüística, psicolingüística y sociolingüística, entre otras. Este artículo presenta una visión general de dos perspectivas cognitivas, la psicológica y la procedente de la lingüística formal, al tema de la adquisición de la tercera lengua (L3). Ambas perspectivas comparten la asunción de que la adquisición del lenguaje es un proceso complejo y con varias vertientes. Después de identificar lo que entendemos por L3, el artículo revisa de forma sucinta los principales temas que se han tratado tanto desde la perspectiva psicolingüística como desde la más emergente perspectiva lingüística en materia de L3 y se concentra en aquellos aspectos que consideramos que necesitan mayor investigación en ambas

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Third Language Acquisition Theory and Practice

Cited by 16 publications

References 0 publications

Language Mediation in an L3 Classroom: The Role of Task Modalities and Task Types

Language Mediation in an L3 Classroom: The Role of Task Modalities and Task Types

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Cognitive approaches to L3 acquisition

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