Language Dominance in the Previously Acquired Languages Modulates Rate of Third Language (L3) Development over Time: A Longitudinal Study

Autor/inn/en	Puig-Mayenco, Eloi; Rothman, Jason; Tubau, Susagna
Titel	Language Dominance in the Previously Acquired Languages Modulates Rate of Third Language (L3) Development over Time: A Longitudinal Study
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 5, S.1641-1664 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1792408
Schlagwörter	Language Dominance; Second Language Learning; Spanish; Romance Languages; Multilingualism; Transfer of Training; English (Second Language); Decision Making; Individual Differences; Morphemes; Language Classification; Grammar; Language Proficiency; Linguistic Input; Task Analysis; Pictorial Stimuli; Foreign Countries; Native Language; Comparative Analysis; Longitudinal Studies; Spain + Suchen Sie Ihr Suchwort? Sprachliche Dominanz; Zweitsprachenerwerb; Spanisch; Romanische Sprache; Mehrsprachigkeit; Multilingualismus; Training; Transfer; Ausbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Decision-making; Entscheidungsfindung; Individueller Unterschied; Morphem; Sprachtypologie; Grammatik; Language skill; Language skills; Sprachkompetenz; Sprachbildung; Aufgabenanalyse; Fantasieanregung; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Spanien
Abstract	This study examines the extent to which extra-linguistic factors such as language dominance, order of acquisition and language of instruction are deterministic for multilingual transfer selection and subsequent development. We test two groups of Catalan-Spanish bilinguals acquiring English as an L3 in a controlled setting. We first examine judgements and interpretations of negative quantifiers and negative polarity items after 16 hours of exposure, establishing the participants own baselines for development. Eleven months later, we test those that continued learning English to explore what factors modulate their development. Data suggest that holistic structural similarity is the most deterministic factor for initial transfer selection. Results of TIME 2 reveal that developmental sequencing, however, is dynamic and non-uniform, differing at the individual level by language-dominance in Catalan or Spanish. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01