Cross-linguistic influence in the initial stages of L3 German: An empirical study on verb placement and subject pronouns

Abstract

Although most studies on L3 grammar are conducted in instructed settings, they rarelyc onsider the implications for language learning and teaching.T or ectifyt his situation, insights are needed from both L3 learning researchers and foreignlanguage educators. The purpose of the present study is to investigate the effects of cross-linguistic influence (CLI) in the initial stages of learning Germana sathird language( L3) by sequential L1 Polish/L2 Englishbilinguals and to discussits implications for foreign language instruction. Results of aGrammaticalityJudgment Task provide evidencef or non-facili-tativeCLI from both previously learned languages and are thusinsupport of the Linguistic Proximity Model (Westergaard et al.,2017).

Self-regulatory learning strategies involving the use of linguistic landscape: the case of undergraduate multilingual learners

“…In general, we believe that while our final result suggests that multilingual advantage, concerning the level of SR in FLL, does exist, it only appears after multilingual learners reach a certain threshold in the development of their competence, both regarding language attainment and language learning competence. While to a certain extent, this may be related to reports of thresholds in second and third-language acquisition (Gabryś-Barker, Otwinowska-Kasztelanic, 2012;Lechner, Siemund, 2014;Długosz, 2023), the issue requires further research in the field of foreign language learning psychology.…”