Cross linguistic influence in adult L2/L3 learners:
Tóm tắt
The potential ways in which learning a second or third language can influence other languages in the mind of the (emergent) bilingual is an increasingly important issue given the international importance of foreign language learning. This study explored whether learning French as a foreign language influences knowledge of English morphosyntax in learners of L2 French with L1 English (n=21) and learners of L3 French with L2 English (n=9). Comparing these two groups allowed us to identify whether and to what extent backwards cross linguistic influence (CLI) are different depending on whether French is L2 or L3, and whether English is L1 or L2. Accuracy on tenseaspects of English morphosyntax was measured through two tasks (Grammaticality Judgement and Proofreading). Results indicated no inhibitive influence from L2 French to L1 English, with potential enhancement of explicit knowledge when compared to a control group of English-speaking participants with no French. In contrast, influence leading to inaccuracy was observed from L3 French to L2 English in that the L3 French learners made more errors in past simple and present perfect in the GJT. Results are discussed in the context of better understanding the nature of developing grammatical systems, together with implications for future work.
Tài liệu tham khảo
Cook, V.J. (2003). Introduction: The changing L1 in the L2 user's mind. In V.J. Cook (Ed.), Effects of the second language on the first (pp. 1-18). Clevedon: Multilingual Matters.
Cook, V.J. (1991). The poverty-of-the-stimulus argument and multicompetence. Second Language Research, 7(2), 103–117.
Lado, R. (1957). Linguistics across cultures: Applied Linguistics for language teachers. Ann Arbor: University of Michigan Press.
Cook, V.J. (2002). Background to the L2 user. In V.J. Cook (Ed.), Portraits of the L2 user (pp. 1-28). Clevedon: Multilingual Matters.
Paradis, J., & Genesee, F. (1996). Syntactic acquisition in bilingual children. Studies in Second Language Acquisition, 18(1), 1–25.
Volterra, V., & Taeschner, T. (1978). The acquisition and development of language by bilingual children. Journal of Child Language, 5(2), 311–326.
Pavlenko, A. (2000). L2 influence on L1 in late bilingualism. Issues in Applied Linguistics, 11(2), 175–205.
Odlin, T. (1989). Language transfer: Cross-linguistic influence in language learning. Cambridge: Cambridge University Press.
Bayona, P. (2009). The acquisition of Spanish middle and impersonal passive constructions from SLA and TLA perspectives. In Y.K.I. Leung (Ed.), Third language acquisition and Universal Grammar (pp. 1–29). Bristol: Multilingual Matters.
Flynn, S., Foley, C., & Vinnitskaya, I. (2004). The cumulativeenhancement model of language acquisition: Comparing adults' and children's patterns of development in first, second and third language acquisition of relative clauses. International Journal of Multilingualism, 1(1), 3–16.
Gisborne, N. (2002). Relative clauses in Hong Kong English. In K. Bolton (Ed.), Hong Kong English: Autonomy and creativity (pp. 141–160). Hong Kong: Hong Kong University Press.
Leung, Y.K.I. (2005). L2 vs. L3 initial state: A comparative study of the acquisition of French DPs by Vietnamese monolinguals and Cantonese- English bilinguals. Bilingualism: Language and Cognition, 8(1), 39–61.
Murphy, V.A., Macaro, E., Alba, S., & Cipolla, C. (2015). The influence of learning a second language in primary school on developing first language literacy skills. Applied Psycholinguistics, 36(5), 1133–1153.
Gürel, A. (2008). Research on first language attrition of morphosyntax in adult bilinguals. Second Language Research, 24(3), 431–449.
Balcom, P. (2003). Cross-linguistic influence of L2 English on middle constructions in L1 French. In V.J. Cook (Ed.), Effects of the second language on the first (pp.168-192). Clevedon: Multilingual Matters.
Cook, V.J., Iarossi, E., Stellakis, N., & Tokumaru, Y. (2003). Effects of the L2 on the syntactic processing of the L1. In V.J. Cook (Ed.) Effects of the second language on the first (pp. 193-213). Clevedon: Multilingual Matters.
Griessler, M. (2001). The effects of third language learning on second language proficiency: An Austrian example. International Journal of Bilingual Education and Bilingualism, 4(1), 50–60.
Chuang, S.Y. (2002). A study of the use of English relative clauses by speakers of Chinese learning German in Taiwan. Unpublished PhD Thesis, The University of Texas at Arlington, United States.
Hui, B. (2010). Backward transfer from L3 French to L2 English production of relative clauses by L1 Cantonese speakers in Hong Kong. Hong Kong Journal of Applied Linguistics, 12(2), 45–60.
Cheung, A.S.C., Matthews, S., & Tsang, W.L. (2011). Transfer from L3 German to L2 English in the domain of tense-aspect. In G. De Angelis & J.M. Dewaele (Eds.), New trends in crosslinguistic influence and multilingualism research (pp. 53–73). Bristol: Multilingual Matters.
Swan, M. (2005). Practical English Usage. Oxford: Oxford University Press.
Hawkins, R., & Towell, R. (2010). French grammar and usage. London: Hodder Education.
Calvez, D.J. (2005). French grammar: A complete reference guide. New York: McGraw-Hill.
De Angelis, G. (2007). Third or additional language acquisition. Clevedon: Multilingual Matters.
Jarvis, S., & Pavlenko, A. (2008). Crosslinguistic influence in language and cognition. New York: Routledge.
Birdsong, D. (1989). Metalinguistic performance and interlinguistic competence. Berlin: Springer-Verlag.
Ellis, R. (1991). Grammaticality judgements and second language acquisition. Studies in Second Language Acquisition, 13(2), 161–186.
Bialystok, E. (1979). Explicit and implicit judgements of L2 grammaticality. Language Learning, 29(1), 81–103.
Bley-Vroman, R., & Masterson, D. (1989). Reaction time as a supplement to grammaticality judgements in the investigation of second language learners' competence. University of Hawai’i Working Papers in ESL, 8(2), 207–237.
Robinson, P. (1996). Learning simple and complex second language rules under implicit, incidental, rule-search, and instructed conditions. Studies in Second Language Acquisition, 18(1), 27–67.
Ellis, R. (2005). Measuring implicit and explicit knowledge of a second language: A psychometric study. Studies in Second Language Acquisition, 27(2), 141–172.
Han, Y., & Ellis, R. (1998). Implicit knowledge, explicit knowledge and general language proficiency. Language Teaching Research, 2(1), 1–23.
Bialystok, E., & Majumder, S. (1998). The relationship between bilingualism and the development of cognitive processes in problem solving. Applied Psycholinguistics, 19(1), 69–85.
Murphy, V.A., & Pine, K.J. (2003). L2 influence on L1 linguistic representations. In V.J. Cook (Ed.), Effects of the second language on the first (pp. 142-167). Clevedon: Multilingual Matters.
Bialystok, E. (2001). Bilingualism and development: Language, literacy, and cognition. Cambridge: Cambridge University Press.