The effect of first and second language on the third language: An observational study

Yıl 2020, Cilt: 6 Sayı: 3, 294 - 310, 27.07.2020

Fatma Demiray Akbulut

https://doi.org/10.24289/ijsser.753704

https://izlik.org/JA33RJ33DM

Öz

In recent years, some studies have been conducted on the transfer of the first and second language to the third language in order to investigate cross-linguistic influence. This study aims to analyse the causes of cross-linguistic effects by examining the transfer of L1 and L2 during the L3 acquisition. A total of 7 individuals who learn Italian as L3 participated in the study. Individuals' attitudes in the classroom, writing examples and classroom conversations were examined, their opinions were taken and the effects of L1 and L2 on L3 were examined. The study results show that the more learned languages are typologically close, the easier it is to learn. It also demonstrates that there is no exact evidence in transfer between languages.

Anahtar Kelimeler

Language transfer , L2 acquisition , L3 acquisition , Language teaching

Kaynakça

• Anderson, R. (1983). Transfer to somewhere. In S. Gass & L. Selinker (Eds.), Language transfer in language learning (pp. 177-201). Rowley, MA: Newbury House.
• Bardel, C., & Falk, Y. (2012). Behind the L2 status factor: A neurolinguistic framework for L3 research. In J. C. Cabrelli Amaro, S. Flynn, & J. Rothman (Eds.), Third language acquisition in adulthood (pp. 61-78). Amsterdam, The Netherlands: John Benjamins Publishing.
• Bardel, C. & Falk, Y. (2007). The role of the second language in third language acquisition: The case of Germanic syntax. Second Language Research 23(4): 459-484.
• Cenoz, J. (2001). The effect of linguistic distance, L2 status and age on cross-linguistic influence in third language acquisition. Cross-linguistic influence in third language acquisition: Psycholinguistic perspectives, 111(45), 8-20.
• Chen, J. (2018). How do L3 words find conceptual parasitic hosts in typologically distant L1 or L2? Evidence from a cross-linguistic priming effect. International Journal of Bilingual Education and Bilingualism, 1-16.
• Cook, V. (1995). Multi-competence and the learning of many languages. In M. Bensoussan, I. Kreindler, & E. Aogáin (Eds.), Multilingualism and language learning: 8, 2. Language, Culture and Curriculum (pp. 93-98). Clevedon, UK: Multilingual Matters.
• De Angelis, G., & Selinker, L. (2001). Interlanguage transfer and competing linguistic systems in the multilingual mind. In J. Cenoz, B. Hufeisen, & U. Jessner (Eds.), Cross-linguistic influence in third language acquisition: Psycholinguistic perspectives (pp. 42-58). Clevedon, UK: Multilingual Matters.
• Dewaele, J. (2001). Activation or inhibition? The interaction of L1, L2 and L3 on the language mode continuum. In J. Cenoz, B. Hufeisen, & U. Jessner (Eds.), Cross-linguistic influence in third language acquisition: Psycholinguistic perspectives (pp. 69-89). Clevedon, UK: Multilingual Matters.
• Duff, A. P. (2008). Case study research in applied linguistics. New York: Lawrence Erlbaum.
• Efeoglu, G., Yüksel, H. G., & Baran, S. (2019). Lexical cross-linguistic influence: a study of three multilingual learners of L3 English. International Journal of Multilingualism, 1-17.
• Flynn, S., Foley, C., & Vinnitskaya, I. (2004). The cumulative-enhancement model for language acquisition: Comparing adults’ and children’s patterns of development in first, second and third language acquisition of relative clauses. The International Journal of Multilingualism, 1(3).
• Fuller, J. (1999). Between three languages: Composite structure in interlanguage. Applied Linguistics, 20 (4), 534-561.
• Glesne, C. (2006). Becoming qualitative researchers: An introduction (ed.). PearsonEducation. Inc.: Boston, MA.
• Grosjean, F. (2001). The bilingual’s language modes. In J. Nicol (Ed.), One mind, two languages: Bilingual language processing (pp. 1-22). Oxford, UK: Blackwell.
• Hammarberg, B. (2001). Roles of L1 and L2 in L3 production and acquisition. In J. Cenoz, B. Hufeisen, & U. Jessner (Eds.), Cross-linguistic influence in third language acquisition: Psycholinguistic perspectives (pp. 21-41). Clevedon, UK: Multilingual Matters.
• Hofer, B., & Jessner, U. (2019). Multilingualism at the primary level in South Tyrol: how does multilingual education affect young learners’ metalinguistic awareness and proficiency in L1, L2 and L3?. The Language Learning Journal, 47(1), 76-87.
• Hopp, H. (2019). Cross-linguistic influence in the child third language acquisition of grammar: Sentence comprehension and production among Turkish-German and German learners of English. International Journal of Bilingualism, 23(2), 567-583.
• Jarvis, S. (2000). Methodological rigor in the study of transfer: Identifying L1 influence on the interlanguage lexicon. Language Learning, 50, 245-309.
• Kellerman, E. (1983). Now you see it, now you don’t. In Gass, S. and Selinker, L., (Eds.), Language transfer in language learning. Rowley, MA: Newbury House, 112-134.
• Kellerman, E. (1995). Crosslinguistic influence: Transfer to nowhere? Annual Review of Applied Linguistics, 15, 125-150.
• Mertler, C. A. (2009). Action research: Teachers as researchers in the classroom. Sage.
• Murphy, S. (2003). Second language transfer during third language acquisition. Studies in Applied Linguistics and TESOL, 3(2).
• Odlin, T. (1989). Language transfer. Cambridge, UK: Cambridge University Press.
• Öztekin, E., & Haznedar, B. (2015). Dillerarası etkileşim: Çokdilli ortamlarda sözdizimsel gelişim ve nesne düşürme. Boğaziçi Üniversitesi Eğitim Dergisi, 32(2), 37-47.
• Peçenek, D. (2011). A longitudinal study of two boys’ experiences of acquiring Italian as a second language: the influence of age. International Journal of Bilingualism, 15(3), 268-290.
• Petrilli, R. (1997). L’Educaziıne linguistica nella scuola d’infanzia. Firenze: Gıunti.
• Poulisse, N., & Bongaerts, T. (1994). First language use in second language production. Applied Linguistics, 15 (1), 36-57.
• Ringbom, H. (1986). Crosslinguistic influence and the foreign language learning process. In M. Sharwood Smith & E. Kellerman (Eds.), Crosslinguistic influence in second language acquisition (pp. 150-162). Oxford, UK: Pergamon Press.
• Ringbom, H. (2001). Lexical transfer in L3 production. In J. Cenoz, B. Hufeisen, & U. Jessner (Eds.), Cross-linguistic influence in third language acquisition: Psycholinguistic perspectives (pp. 59-68). Clevedon, UK: Multilingual Matters.
• Rothman, J. (2015). Linguistic and cognitive motivations for the Typological Primacy Model (TPM) of third language (L3) transfer: Timing of acquisition and proficiency considered. Bilingualism: language and cognition, 18(2), 179-190.
• Selinker, L., & Baumgartner-Cohen, B. (1995). Multiple language acquisition: ‘Damn it, why can’t I keep these two languages apart?’. In M. Bensoussan, I. Kreindler, & E. Aogáin (Eds.), Multilingualism and language learning: 8, 2. Language, culture and curriculum (pp. 115-123). Clevedon, UK: Multilingual Matters.
• Selinker, L., & Lakshmanan, U. (1993). Language transfer and fossilization: The “Multiple Effects Principle.” In S. Gass & L. Selinker (Eds.), Language transfer in language learning (Rev. ed., pp. 197-216). Philadelphia, PA: John Benjamins.
• Shanon, B. (1991). Faulty language selection in polyglots. Language and cognitive processes, 6 (4), 339-350.
• Slabakova, R. (2017). The scalpel model of third language acquisition. International Journal of Bilingualism, 21(6), 651-665.
• Ullman, M. T. (2005). A cognitive neuroscience perspective on second language acquisition: The declarative/procedural model. Mind and context in adult second language acquisition, 2005, 141-78.
• Wei, L. (2006). The multilingual mental lexicon and lemma transfer in third language learning. International Journal of multilingualism, 3(2), 88-104.
• Westergaard, M., Mitrofanova, N., Mykhaylyk, R., & Rodina, Y. (2017). Crosslinguistic influence in the acquisition of a third language: The Linguistic Proximity Model. International Journal of Bilingualism, 21(6), 666-682.
• Williams, S., & Hammarberg, B. (1998). Language switches in L3 production: Implications for a polyglot speaking model. Applied Linguistics, 19 (3), 295-333.