Metalinguistic knowledge about the native language and language transfer in gender assignment

Vanhove, Jan

doi:10.14746/ssllt.2019.9.2.7

Cited by 3 publications

(1 citation statement)

References 23 publications

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“…In bilingual and second language acquisition research it is accepted that not only knowledge of L1 affects knowledge of L2, but the reverse also happens (e.g., Cook, 2003;Marian & Spivey, 2003). The influence of L1 on the learning and use of L2 was well-researched in bilingualism and second language acquisition studies (Vanhove, 2019). Yet, L2-on-L1 effects are under-explored (Kaushanskaya, Yoo, & Marian, 2011;Spies, Lara-Alecio, Tong, Irby, Garza, & Huerta, 2017).…”

Section: Introductionmentioning

confidence: 99%

Are L2 (English) and L1 (Persian) Affected Similarly in Cognitive and Affective Domains? : Revisiting Interdependence Hypothesis

Movahedi¹,

Talebi²

2020

The Journal of AsiaTEFL

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The current study attempts to put to the test the nature of interdependence between L2 and L1 in a bilingual mind. It aims to find out if reading strategy instruction (RSI) in L2, a) affects reading comprehension ability and attitude toward reading both in L2 and L1, and b) if so, in which language (source (L2) or target (L1)) each of these two dependent variables are more affected. To meet the purposes of the study, a quasi-experimental design was employed. Measures of reading comprehension and attitude toward reading in L2 and L1 were distributed as pretests and posttests to 48 Iranian EFL learners. The experimental group received RSI in L2, but the control group received traditional reading instruction. Reading comprehension and attitude toward reading improved significantly both in L2 and L1 for the experimental group, but not for the control group; however, for the experimental group the magnitude of improvement in reading comprehension was more in L1 than in L2, and the magnitude of improvement in attitude toward reading was more in L2 than in L1. Therefore, although languages are interdependent in one mind, cross-linguistic influences are not the same in magnitude in terms of the languages and domains involved.

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Section: Introductionmentioning

confidence: 99%

Are L2 (English) and L1 (Persian) Affected Similarly in Cognitive and Affective Domains? : Revisiting Interdependence Hypothesis

Movahedi¹,

Talebi²

2020

The Journal of AsiaTEFL

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Cross-linguistic influences, language proficiency and metalinguistic knowledge in L3 Italian subject placement

Foryś‐Nogala¹,

Broniś

Opacki

et al. 2020

International Journal of Multilingualism

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The role of metalinguistic knowledge in third-language development among heritage and late bilinguals

Rosales,

Torres

2024

International Journal of Bilingualism

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Aims and objectives: This study examined whether bilinguals’ metalinguistic knowledge (MK) across both of their languages as well as heritage/late bilingual experience contributed to the initial development of third-language (L3) morphosyntax using Japlish, a semi-artificial language. Methodology: 48 heritage and 63 late English-Spanish bilinguals were exposed aurally to Japlish sentences containing word order patterns and case markers. Participants completed an acceptability judgment task (AJT) and a picture-matching task (PMT) immediately after exposure and again 2 weeks later as well as English and Spanish MK tests. Data and analysis: Logistic mixed effects analyses were run on AJT and PMT accuracy scores, grammatical/ungrammatical items, linguistic structure, and time of testing. MK scores and heritage/late bilingual status were included as predictors in the statistical model. Findings: MK significantly contributed to overall AJT scores, including grammatical and ungrammatical items and time of testing. MK also contributed to ungrammatical word order and case markers. For the PMT, MK significantly contributed to scores, especially during delayed testing. A weak correlation emerged between participants’ MK across both of their languages and their rule-based knowledge of Japlish linguistic structures. Heritage and late bilingual experiences did not significantly contribute to these results. Originality: This study included two different bilingual groups to investigate how variation in bilingual experience shapes additional language learning. It also advances our knowledge on the role of MK in the learning of linguistic structures not involved in transfer. Furthermore, a more nuanced examination of MK is considered as it relates to type of assessment, linguistic structure, and time of testing. Significance: The findings highlight the critical role of MK for both bilingual populations and its facilitative role in the development of initial L3 morphosyntax. The results are interpreted under the lens of structural sensitivity theory.

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Metalinguistic knowledge about the native language and language transfer in gender assignment

Cited by 3 publications

References 23 publications

Are L2 (English) and L1 (Persian) Affected Similarly in Cognitive and Affective Domains? : Revisiting Interdependence Hypothesis

Are L2 (English) and L1 (Persian) Affected Similarly in Cognitive and Affective Domains? : Revisiting Interdependence Hypothesis

Cross-linguistic influences, language proficiency and metalinguistic knowledge in L3 Italian subject placement

The role of metalinguistic knowledge in third-language development among heritage and late bilinguals

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