Third language acquisition in adulthood /

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Research on the phonological acquisition of a third language (L3) is still in its infancy; therefore, the present contribution is intended to further investigate the area by focusing on the phenomenon of foreign accentedness and the widely disputed sources of cross-linguistic influence in L3 phonolo...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Cabrelli Amaro, Jennifer, Flynn, Suzanne, Rothman, Jason
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Amsterdam ; Philadelphia : John Benjamins, ©2012.
Colección:Studies in bilingualism ; v. 46.
Temas:
Multilingualism.
Adult education.
Language acquisition.
Language and languages > Study and teaching.
Language transfer (Language learning)
Multilinguisme.
Éducation des adultes.
Langage > Acquisition.
Langage et langues > Étude et enseignement.
Transfert (Apprentissage d'une langue)
EDUCATION > Bilingual Education.
Adult education
Language acquisition
Language and languages > Study and teaching
Multilingualism
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Third Language Acquisition in Adulthood
  • Editorial page
  • Title page
  • LCC data
  • Table of contents
  • Acknowledgments
  • Introduction. Third language (L3) acquisition in adulthood
  • References
  • Part 1. Theory
  • L3 morphosyntax in the generative tradition
  • 1. Generative theory and acquisition: A concise overview of relevant issues
  • 2. Why L3 as opposed to adult L2 acquisition?
  • 3. The initial state and different proposals for L3/Ln
  • 3.1 Absolute L1 transfer
  • 3.2 The L2 status factor
  • 3.3 The Cumulative-Enhancement Model (CEM)
  • 3.4 The Typological Primacy Model
  • 4. Beyond the initial state
  • 5. Final thoughts and future directions
  • References
  • L3 phonology
  • 1. Introduction
  • 2. Existing research
  • 2.1 Facilitation of additional language learning
  • 2.2 Factors in L3 phonological transfer
  • 3. Theoretical issues
  • 3.1 Generative L3 morphosyntax models
  • 3.2 The L3 initial stages and Optimality Theory
  • 4. Methodological issues
  • 4.1 Overview
  • 4.2 Perception studies
  • 4.3 Selection of properties
  • 4.4 Proficiency measurement
  • 4.5 Subject pools and language groups
  • 4.6 Data analysis
  • 5. Conclusion
  • References
  • The L2 status factor and the declarative/procedural distinction
  • 1. Introduction
  • 2. A short overview of important factors for transfer into L3
  • 3. The L2 status factor: Background
  • 4. A model for L3 learning (Falk & Bardel 2010, 2011)
  • 5. A neurolinguistic approach to L3 learning
  • 6. Implications and future directions
  • References
  • Rethinking multilingual processing
  • 1. Main characteristics of current models of multilingual processing
  • 2. Characteristics of complex dynamic systems
  • 3. A different perspective on processing models
  • 3.1 Language processing is modular
  • 3.2 Language processing is incremental, and there is no internalfeedback or feedforward.
  • 3.3 Isolated elements can be studied without taking into account the largerlinguistic and social context of which they are a part
  • 3.4 Individual monologue, rather than interaction, is the default speaking situation
  • 3.5 Language processing is seen primarily as operations on invariantand abstract representations
  • 3.6 Language processing can be described using a steady state model
  • 3.7 Various experimental techniques will provide us with reliableand valid data on the workings of the model
  • 3.8 Characteristics of DST-based models of bilingual processing
  • 3.9 From group studies to individual case studies of multilinguals
  • 4. Multilingualism and DST
  • 5. Conclusion
  • References
  • Multilingual lexical operations
  • 1. The general notion of cross-linguistic influence:A historical thumbnail sketch
  • 2. Debates concerning cross-lexical connectivity
  • 3. Cross-lexical interaction as integrated blur
  • 4. Conclusion
  • References
  • L3/Ln acquisition
  • 1. Introduction
  • 2. Four theoretical proposals explaining linguistic difficulty
  • 2.1 The Interpretability Hypothesis
  • 2.2 The Interface Hypothesis
  • 2.3 The Feature Reassembly Hypothesis
  • 2.4 The Bottleneck Hypothesis
  • 3. L3A data meet the L2A hypotheses
  • 3.1 Chin (2008)
  • 3.2 Foote (2009)
  • 3.3 Montrul, Dias & Santos (2011)
  • 4. Discussion and conclusions
  • References
  • Part 2. Empirical studies
  • Further evidence in supportof the Cumulative-Enhancement Model
  • 1. Introduction
  • 2. Background studies and the CEM
  • 3. Motivation for our study and research focus
  • 4. German and Hungarian: Syntactic background
  • 5. Predictions
  • 5.1 L2 Study: German L1/English L2 acquisition
  • 5.2 L3 Study: Hungarian L1/German L2/English L3 acquisition
  • 6. Design, method, and subjects
  • 7. Results
  • 7.1 L2 Study: German L1/English L2 Group.
  • 7.2 L3 Study: HungarianL1/GermanL2/EnglishL3
  • 8. Discussion
  • References
  • Acquisition of L3 German
  • 1. Introduction
  • 2. L3A research
  • 3. Research on grammatical gender
  • 4. Research on articles
  • 5. Cross-linguistic information
  • 5.1 German
  • 5.2 English
  • 5.3 Spanish
  • 5.4 Japanese
  • 6. The current study
  • 6.1 Research questions (RQs) and predictions
  • 6.2 Predictions according to the Cumulative-Enhancement Model (CEM)
  • 6.3 Predictions according to the L2 Status Model
  • 6.4 Predictions according to the Typological Primacy Model (TPM)
  • 6.5 Participants
  • 6.6 Methodology
  • 7. Results
  • 7.1 Task 1: Gender assignment task
  • 7.2 Task 2: Definiteness and gender concord
  • articles
  • 7.3 Task 3: Gender concord
  • adjectives
  • 8. Discussion
  • 8.1 Results summary
  • 8.2 Results in relation to the Cumulative-Enhancement Model (CEM)
  • 8.3 Results in relation to the L2 status factor
  • 8.4 Results in relation to the Typological Primacy Model (TPM)
  • 8.5 Further discussion
  • 9. Conclusion
  • References
  • Appendix
  • Examining the role of L2 syntacticdevelopment in L3 acquisition
  • 1. Introduction
  • 2. The present study
  • 2.1 Linguistic properties of Tuvan, Russian and English
  • 2.2 Research questions and predictions
  • 3. Methods
  • 3.1 Participants
  • 3.2 Materials
  • 4. Results
  • 4.1 Division of participants
  • 4.2 The Michigan Listening Comprehension Test
  • 4.3 Comprehension tests in English and Russian
  • 5. Discussion
  • 5.1 Residual difficulty in Russian
  • 5.2 Relative clauses in L3 English
  • 5.3 The relationship between the L2 and the L3
  • 6. Conclusion
  • References
  • Variation in self-perceived proficiencyin two 'local' and two foreign languagesamong Galician students
  • 1. Introduction
  • 2. Literature review
  • 2.1 The context: Galicia
  • 2.2 Dependent variable: Self-perceived proficiency.
  • 2.3 Independent variable 1: Monolingual or bilingual upbringing
  • 2.4 Independent variable 2: Monolingual or bilingual schooling
  • 2.5 Independent variable 3: Age of Onset of Acquisition (AOA)
  • 2.6 Independent variable 4: Total language knowledge
  • 2.7 Independent variable 5: Typological distance and affordances
  • 2.8 Independent variable 5: Language attitudes
  • 2.9 Independent variable 6: Type and intensity of contactwith the foreign language
  • 2.10 Independent variables 7 and 8: Gender and age
  • 3. Method
  • 3.1 Participants
  • 3.2 Research design
  • 3.3 Dependent variable: Self-perceived proficiency
  • 4. Hypotheses
  • 5. Results
  • 5.1 Hypothesis 1: Monolingual versus bilingual upbringing
  • 5.2 Hypothesis 2: Monolingual versus bilingual schooling
  • 5.3 Hypothesis 3: The effect of AOA
  • 5.4 Hypothesis 4: The effect of knowing more languages
  • 5.5 Hypothesis 5: The effect of language attitudes
  • 5.6 Hypotheses 6a and 6b: The effect of knowing an extra Romanceor Germanic language
  • 5.7 Hypothesis 7: The effect of contact with English and French
  • 5.8 Hypothesis 8: The effect of gender and age
  • 6. Discussion
  • 7. Conclusion
  • Acknowledgements
  • References
  • Advanced learners' word choicesin French L3
  • 1. Introduction
  • 2. Background
  • 2.1 CLI and vocabulary knowledge in Swedish learners' French L3
  • 2.2 Word choice and word choice transfer studies
  • 3. Methodology
  • 3.1 Informants
  • 3.2 Tasks
  • 3.3 Procedure
  • 4. Research questions and hypotheses
  • 5. Results
  • 5.1 Le lanceur de couteaux
  • 5.2 Le bac à sable
  • 6. Discussion and conclusions
  • References
  • Appendix: Summaries of the two films
  • Foreign accentedness in thirdlanguage acquisition
  • 1. Theoretical background
  • 1.1 Cross-linguistic influence in L3 phonological acquisition
  • 1.2 Overview of research on third language phonological acquisition.
  • 2. Experiment
  • foreign accent ratings
  • 2.1 Research design
  • 2.2 Participants
  • 2.3 Language biographies
  • 2.4 Rating consistency
  • 3. Results of the experiment
  • 3.1 Accent ratings
  • 3.2 Identification of speakers' L1
  • 3.3 Raters' variables
  • 3.4 Speakers' variables
  • 4. Discussion
  • 5. Conclusions
  • References
  • Index.

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