Investigating Positive Lexical Transfer from English (L2) to German (L3) by Quebec Francophones

Woll, Nina

doi:10.1007/978-3-030-21380-0_7

Cited by 5 publications

(4 citation statements)

References 35 publications

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“…Zanimanje za istraživanje leksika i njegovu bitnu ulogu u procesu ovladavanja stranim jezikom sve više raste (Otwinowska, 2015;Woll, 2019). Tako i glavnim predmetom većine psiholingvističkih istraživanja u području ovladavanja stranim jezikom postaje ispitivanje leksičkog prijenosa.…”

Section: Ovladavanje Leksikomunclassified

Psiholingvistički pogled na ovladavanje engleskim i ruskim leksikom u okvirima individualne višejezičnosti

Jajić Novogradec

2024

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Sveučilišni udžbenik Psiholingvistički pogled na ovladavanje engleskim i ruskim leksikom u okvirima individualne višejezičnosti namijenjen je prvenstveno studentima engleskoga jezika i književnosti i ruskoga jezika i književnosti na diplomskom studiju nastavničkog smjera Filozofskog fakulteta Sveučilišta u Zagrebu. Sastoji se od osam poglavlja koja su strukturirana tako da su na početku svakog poglavlja iskazani ishodi učenja te ključne riječi. Na kraju poglavlja su zadaci za vježbu i provjeru znanja, dodatna literatura za one koji žele znati više o pojedinoj temi i zaključne napomene.Teme poglavlja pokrivaju sadržaj metodičkih kolegija koji se bave ovladavanjem inim jezikom na diplomskom studiju nastavničkog smjera i relevantne su za nastavu engleskog i ruskog jezika u Hrvatskoj. Nakon osmog poglavlja slijedi hrvatsko-englesko-ruski rječnik pojmova iz područja OVIJ-a i glotodidaktike čija je namjena pomoći studentima u ovladavanju stručnim nazivljem na engleskom i ruskom jeziku. Knjiga je objavljena u nizu Manualia universitatis studiorum Zagrabiensis – Udžbenici Sveučilišta u Zagrebu.

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Section: Ovladavanje Leksikomunclassified

Psiholingvistički pogled na ovladavanje engleskim i ruskim leksikom u okvirima individualne višejezičnosti

Jajić Novogradec

2024

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“…Una convincente explicación de esta relación entre la L2 y la L3 se puede encontrar en el hecho de que los estudiantes toman las experiencias y estrategias desarrolladas en el aprendizaje de la L2 como el modelo a seguir para el aprendizaje de la siguiente lengua. Los estudiantes con experiencia en aprender una o más lenguas extranjeras desarrollan niveles más altos de conciencia metalingüística en comparación con los monolingües, lo cual a su vez parece facilitar la adquisición de idiomas posteriores (Woll, 2016).…”

Section: La Segunda Lengua (L2) La Tercera Lengua (L3) Y La Influenci...unclassified

“…En este estudio se ha probado la hipótesis de que los estudiantes chinos que han sido eficientes en el aprendizaje del inglés como L2, tienden a tener rendimiento más alto en el aprendizaje del español como L3, especialmente al ser la lengua materna muy distinta a las lenguas extranjeras adquiridas como L2 y L3. El resultado corrobora con la existente evidencia (Moghtadi et al, 2014;Sánchez, 2014;Sanz, 2000;Woll, 2016), afirmando que las experiencias y estrategias en el aprendizaje de la L2 pueden constituir un elemento de mucha importancia en la adquisición de la L3. Quienes han sabido aprender una lengua extranjera resultan tener mejores resultados en el estudio de consecutivas lenguas.…”

Section: Conclusiones E Implicaciones Pedagógicasunclassified

Análisis de la correlación del rendimiento de aprendizaje entre segunda lengua (L2) y tercera lengua (L3): el caso de estudiantes chinos

Ding

Wang

2023

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Este trabajo tiene como fin investigar la posible correlación entre la competencia de la segunda lengua (L2, inglés) y la tercera lengua (L3, español) en los estudiantes universitarios chinos que hablan el chino mandarín como su lengua materna (o primera lengua, L1). El análisis está elaborado a partir de una muestra de 61 alumnos de segundo año de carrera cursando la lengua española como especialidad y habiendo partido sin conocimientos previos de la lengua española, pero sí con experiencia previa, de entre nueve a 12 años, aprendiendo inglés. El estudio revela una relación significativa y positiva entre el nivel de inglés (L2) y el de español (L3), obteniendo evidencias de que la segunda lengua constituye un factor importante en el aprendizaje de la tercera lengua, lo cual corrobora el Factor Model propuesto por Hufeisen que describe el proceso de adquisición de la tercera lengua.

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“…The positive impact of child's metalinguistic awareness on the acquisition of a new foreign language -Russian as L4 Metalinguistic awareness as one of the key learner-based factors in language acquisition has been currently investigated in an increasing number of studies on multilingualism (Woll, 2019;Troha, Petravić & Šenjug Krleža, 2020). However, case studies on examining metalinguistic awareness in multilingual children are rare (Čengić, 2018).…”

Section: Poster Session Papersmentioning

confidence: 99%

The 12th International Conference on Third Language Acquisition and Multilingualism IAM L3 Zagreb 2022 : Book of Abstracts

2022

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CroatiaSelf-assessment ratings across single or multiple linguistic domains represent one of the methods for assessing bilingual language knowledge (Treffers-Daller, 2015). However, selfassessment scores alone might not be the most appropriate assessment tool (Zell & Krizan, 2014, Treffers-Daller 2015, thus more comprehensive indices are needed, combining subjective and objective measures (TreffersDaller and Korybski, 2015). This approach is being developed in the present study, combining self-assessment data and language sample analysis, aiming at providing an insight into the multilingual Istrian reality.Measures of lexical diversity and syntactic complexity have been used to determine whether they reflect self-assessment of language proficiency of 30 functional multilingual speakers of Croatian, Chakavian, Italian and Istrovenetian across four language skills. Participants' data was extracted from the Istrian spoken multilingual corpus (Hržica, Poropat Jeletić, Moscarda Mirković, in preparation), created using the conversational sampling method. Measures of lexical diversity (moving-average type-token ratio -MATTR; Covington & McFall, 2010) and syntactic complexity (mean length of communication unit -MLCU) were calculated using the Computerized Language Analysis (CLAN -MacWhinney 2000).The average self-assessment score positively and moderately correlated with MLCU (r(30)=.513, p<.005). MATTR did not correlate with the average self-assessment score, but the results did point to a trend (r(30)=.351, p=0.57). The Spearman rank correlation was calculated for individual domains of self-assessment. MATTR showed weak positive correlations with self-assessment of comprehension (rs(30)=.364, p<.05) and speaking (rs(30)=.388, p<.05), but not with self-assessment of reading and writing. MLCU showed moderate positive correlations with self-assessment of reading (rs(30)=.484, p<.05), writing (rs(30)=.563, p<.005) and weak positive correlations with speaking (rs(30)=.373, p<.05) and understanding (rs(30)=.364, p<.05).The correlation of language measures with self-assessment reveals that these measures are connected, showing that speakers, in this case multilingual speakers of different educational status and employment, might be able to make objective assessments of their language knowledge.

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Investigating Positive Lexical Transfer from English (L2) to German (L3) by Quebec Francophones

Cited by 5 publications

References 35 publications

Psiholingvistički pogled na ovladavanje engleskim i ruskim leksikom u okvirima individualne višejezičnosti

Psiholingvistički pogled na ovladavanje engleskim i ruskim leksikom u okvirima individualne višejezičnosti

Análisis de la correlación del rendimiento de aprendizaje entre segunda lengua (L2) y tercera lengua (L3): el caso de estudiantes chinos

The 12th International Conference on Third Language Acquisition and Multilingualism IAM L3 Zagreb 2022 : Book of Abstracts

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