The Use of Prior Linguistic Knowledge in the Early Stages of L3 Acquisition

Autor/in	Rast, Rebekah
Titel	The Use of Prior Linguistic Knowledge in the Early Stages of L3 Acquisition
Quelle	In: International Review of Applied Linguistics in Language Teaching (IRAL), 48 (2010) 2-3, S.159-183 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0019-042X
DOI	10.1515/iral.2010.008
Schlagwörter	Sentences; Intervals; Second Language Learning; Language Classification; English (Second Language); Language Acquisition; Prior Learning; Transfer of Training; Language Proficiency; French; Native Speakers; Polish; Multilingualism; Task Analysis; Grammar; Translation + Suchen Sie Ihr Suchwort? Sentence analysis; Satzanalyse; Zweitsprachenerwerb; Sprachtypologie; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachaneignung; Spracherwerb; Vorkenntnisse; Training; Transfer; Ausbildung; Language skill; Language skills; Sprachkompetenz; Französisch; Muttersprachler; Polnisch; Mehrsprachigkeit; Multilingualismus; Aufgabenanalyse; Grammatik
Abstract	This paper examines cross-linguistic influence in third language acquisition relative to language typology, psychotypology and proficiency level. In particular, it observes how learners make use of their background languages when faced with a language they know little to nothing about. The participants, native French speakers with English as a common L2 (other L2s varied) exposed to Polish (L3) for the very first time, were tested on initial exposure and then at various intervals up to 8 hours. The input provided to our learners from the moment of first exposure was recorded and transcribed. This methodology allowed us to analyze learners' use of prior linguistic knowledge (L1 and other L2s) when performing tasks in a language with low proficiency. Tasks included translating written and spoken sentences, judging grammaticality and rearranging words in sentences. Despite a limited number of participants in each language group, results indicate tendencies. They not only suggest an important role for both typology and psychotypology at this level of proficiency, but they also reveal that even minimal knowledge of a background language can be the source of cross-linguistic influence of various types. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10