L2 and L3 Ultimate Attainment: An Investigation of Two Parameters

Autor/in	Hermas, Abdelkader
Titel	L2 and L3 Ultimate Attainment: An Investigation of Two Parameters
Quelle	In: International Journal of Multilingualism, 11 (2014) 2, S.202-224 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2013.800522
Schlagwörter	Second Language Learning; French; English (Second Language); Semitic Languages; Native Language; Multilingualism; Verbs; Task Analysis; Decision Making; Native Speakers; Second Language Instruction; Age Differences; Syntax; Language Tests; Foreign Countries; Language Research; Adults; Morocco + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Französisch; English as second language; English; Second Language; Englisch als Zweitsprache; Arabisch; Hebräisch; Mehrsprachigkeit; Multilingualismus; Aufgabenanalyse; Decision-making; Entscheidungsfindung; Muttersprachler; Fremdsprachenunterricht; Age; Difference; Age difference; Altersunterschied; Language test; Sprachtest; Ausland; Sprachforschung; Marokko
Abstract	This study considers the upper limit of ultimate attainment in the L2 French and L3 English of trilingual learners. The learners are native speakers of Moroccan Arabic who started learning L2 French at eight and L3 English at 16. They are advanced in both languages. Four constructions representing the verb movement and null subject parameter were tested using acceptability judgement and preference tasks. The results show that the advanced L3 learners performed comparably to the native speakers on both parameters while the advanced L2 learners were less accurate. We conclude that nativelikeness is possible in L3 ultimate attainment even if learning starts at post-puberty and takes place in a formal foreign language context. However, convergence with the native knowledge may not affect all the component structures of the parameters as the learners' ultimate attainment in L2 French shows. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10