Generative Syntactic Transfer in L2 and L3 Acquisition via the Channel of Translation

Autor/in	Shooshtari, Zohreh Gooniband
Titel	Generative Syntactic Transfer in L2 and L3 Acquisition via the Channel of Translation
Quelle	In: English Language Teaching, 2 (2009) 1, S.129-149 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Translation; Second Language Learning; Multilingualism; Syntax; Transfer of Training; Language Proficiency; Monolingualism; Bilingualism; Language Tests; Native Language; English (Second Language); Language Universals; Grammar; Semitic Languages; Indo European Languages; Oral Language; Written Language; Linguistic Theory; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Mehrsprachigkeit; Multilingualismus; Training; Transfer; Ausbildung; Language skill; Language skills; Sprachkompetenz; Bilingualismus; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Grammatik; Arabisch; Hebräisch; Indoeuropäisch; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Linguistische Theorie; Ausland
Abstract	The purpose of this study was two-fold: it primarily intended to incorporate some insights into the newly-explored field of L3A: secondly, it aimed to highlight the significance of translation as a valid language activity in exploring the native language influence on non-native language acquisition process. To this end, it investigated the acquisition of two syntactic properties of head and operator movements in English by L2 and L3 learners within UG framework. The participants consisted of 144 Persian monolingual and Arabic-Persian bilingual learners of English who were assigned to three proficiency bands after taking the general proficiency test (ECPE). The results showed no significant difference between the performance of monolinguals and bilinguals at each level of proficiency. Nonetheless, significant differences were found across the levels of proficiency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01