L3 Acquisition of Simple and Present Progressive Tenses by Iranian EFL Learners

Autor/inn/en	Jabbari, Ali Akbar; Salimi, Hemrah
Titel	L3 Acquisition of Simple and Present Progressive Tenses by Iranian EFL Learners
Quelle	In: SAGE Open, 5 (2015) 4, (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244015615163
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Multilingualism; Indo European Languages; Grammar; Turkic Languages; Morphemes; Adolescents; Young Adults; Sentences; Translation; Iran + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Mehrsprachigkeit; Multilingualismus; Indoeuropäisch; Grammatik; Turkish; Türkisch; Morphem; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Sentence analysis; Satzanalyse
Abstract	This study sought to investigate the role of transfer at the initial states of the third language (L3) acquisition. The following hypotheses were investigated in this study: (a) the second language transfer hypothesis ("L2 Status Factor") proposing that L2 impedes transfer from L1 into L3; (b) the Cumulative Enhancement Model ("CEM"), proposing selective transfer from the previously learned languages, here L1 and L2; and (c) the Full Transfer/Full Access Hypothesis (FT/FA), suggesting that the Universal Grammar (UG) is available in acquiring the succeeding languages. The data were elicited via two experimental groups: one, Persian learners of English as a second language, and the other, Turkmen learners of English as a third language who had already acquired Persian as a second one. The structures tested in this study were simple present and present progressive tenses across the languages mentioned above. The L2 and L3 learners were tested at the initial state of their English acquisition. Data were gathered through grammaticality judgment and translation tasks. The results demonstrated that there is a significant advantage of L1 transfer in L3 acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01