Coming of age in L3 initial stages transfer models: Deriving developmental predictions and looking towards the future

Abstract

Aims: Over the past decade in particular, formal linguistic work within L3 acquisition has concentrated on hypothesizing and empirically determining the source of transfer from previous languages-L1, L2 or both-in L3 grammatical representations. In view of the progressive concern with more advanced stages, we aim to show that focusing on L3 initial stages should be one continued priority of the field, even-or especially-if the field is ready to shift towards modeling L3 development and ultimate attainment. Approach: We argue that L3 learnability is significantly impacted by initial stages transfer, as such forms the basis of the initial L3 interlanguage. To illustrate our point, the insights from studies using initial and intermediary stages L3 data are discussed in light of developmental predictions that derive from the initial stages models. Conclusions: Despite a shared desire to understand the process of L3 acquisition in whole, inclusive of offering developmental L3 theories, we argue that the field does not yet havealthough is ever closer to-the data basis needed to effectively do so. Originality: This article seeks to convince the readership of the need for conservatism in L3 acquisition theory building, whereby offering a framework on how and why we can most effectively build on the accumulated knowledge of the L3 initial stages in order to make significant, steady progress. Significance: The arguments exposed here are meant to provide an epistemological base for a tenable framework of formal approaches to L3 interlanguage development and, eventually, ultimate attainment.

Microvariation in multilingual situations: The importance of property-by-property acquisition

“…Moreover, the TPM has been reduced in scope to a model of the initial stages, not a model of L3 acquisition, which does not make predictions for later stages, except developmental stages that derive directly from wholesale transfer, cf. González Alonso and Rothman (2017).…”

The role of native and non-native grammars in the comprehension of possessive pronouns

“…Existing accounts of La acquisition focus on beginning language learners and on whether their hypotheses about the La grammar are more affected by their L1 or L2 knowledge (for review, see Bot and Jaensch, 2015;González Alonso and Rothman, 2017;González Alonso et al, 2016;Jaensch, 2013;Rothman and Halloran, 2013). Several studies have looked at whether a native language, which has been acquired earlier and used for longer, is more internalized than a non-native language and thus more likely to be used to generate hypotheses about La grammatical constraints (Hermas, 2010(Hermas, , 2014Jin, 2009;Lozano, 2002;Na Ranong and Leung, 2009).…”

The influence of L1 Dutch and L2 English on L3 French: A longitudinal study

“…3 The increase in number of Adv-V errors from first-year participants to third-year participants is significant only in the production data. 4 It is difficult to define when a learner is in the initial stages of acquisition since the length of the initial stages depends on various factors such as quantity and quality of input, and context (González Alonso J., & Rothman J., 2016). For the purpose of this study, in which case students receive three 45-minute classes of French education per week, we limit the initial stages to the first weeks of learning.…”