Parasitism as a Default Mechanism in L3 Vocabulary Acquisition

Hall, Christopher; Ecke, Peter

doi:10.1007/978-0-306-48367-7_6

Cited by 73 publications

(92 citation statements)

References 38 publications

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“…Further explanations of this phenomenon are provided by studies on multilingual mental lexicon. For instance, Hall & Ecke (2003) propose that stronger transfer between L3 and L2 rather than L3 and L1 could be attributed to stronger links between foreign languages in the speaker's mind.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

L2-accented speech in L3 production

Wrembel

2010

International Journal of Multilingualism

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The paper is aimed at investigating the sources of cross-linguistic influence in the third language (L3) phonology, and, particularly, the impact of the second language (L2) on the phonological acquisition of another foreign language. The study consisted in foreign accent judgements performed by a group of expert judges who were presented with recorded samples of L3 English. The findings confirm the results of some previous studies on the phenomenon of 'L2 status' and demonstrate a tendency for the L2 phonological transfer in L3 production at the initial stages of acquisition that decreases with growing third language proficiency. IntroductionPhonological aspects of third language acquisition (TLA) constitute a relatively unexplored research area that reaches beyond Second Language Acquisition (SLA) by drawing attention to the complexity of cross-linguistic influence while learning more than one foreign language, a situation which has become a commonplace in today's multilingual world. The present study aims at exploring the phenomenon of L2 status or a 'foreign language effect', i.e. the impact of previously learnt foreign language(s), rather than only the mother tongue, on the phonetic performance in a third language (cf. Meisel 1983, Cenoz 2001, Hammarberg 2001, Hammarberg & Hammarberg 2005, Fernandes-Boëchat 2007. The paper aims to provide further evidence for the claim that L2 outweighs the transfer from L1 at the initial stage of L3 acquisition leading to L2-accented speech, however, this interference diminishes with the gradual approximation to the L3 target norms. This paper is a part of an on-going investigation into the patterns of interference between first, second and third language, focussing particularly on the articulatory resetting in the process of third language phonological acquisition. The ultimate goal of the research is to assess the influence of L1 and L2 in third language oral productions by comparing perceptual judgements of a foreign accent with an auditory and acoustic analysis of articulatory setting of L3 English 1 . Theoretical backgroundIt is generally acknowledged that foreign language acquisition, particularly in the area of phonology, is subject to interference from the first language (L1). Moreover, the process of acquiring a third language is rather commonly believed to parallel that of the second language learning. Only recently, attention has increasingly been drawn to the specific and complex nature of phonological acquisition in a multiple language setting (cf. e.g. Cenoz et al. 2001, Bannert 2005. The process of acquiring a third language is more complicated in the sense that phonological transfer is not limited only to the mother tongue, but other earlier acquired 1 The present contribution constitutes an extended version of a selected part of the research presented in Wrembel (2008).

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Section: Theoretical Backgroundmentioning

confidence: 99%

L2-accented speech in L3 production

Wrembel

2010

International Journal of Multilingualism

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“…It probably would disappear only much later when the new words have fully been integrated in the lexicon and their access routes have become independent and automatized. Such an emphasis on the role of lexical associations and links is supported by models of vocabulary learning, such as the Parasitic Model of vocabulary acquisition (e.g., Hall, 2002;Hall & Ecke, 2003). In this model learners are assumed to initially and (most unconsciously) recognize and use similarity in new input patterns with already represented words to gradually build new representations.…”

Section: The First Three Sessionsmentioning

confidence: 99%

The representation of newly learned words in the mental lexicon

Qiao¹

2009

PsycEXTRA Dataset

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“…As we have seen, a multitude of factors influence L3 learning, the most common one addressed by many researchers being the issue of cross-linguistic influence (Cenoz 2001, Hall and Ecke 2003, Jarvis and Pavlenko 2007and De Angelis 2007. As suggested by Meißner (2004), instruction is needed so that language learners can fully exploit the potentials offered by the typological similarities between the languages.…”

Section: Resultsmentioning

confidence: 99%

“…Tremblay 2006, De Angelis 2007, Hall and Ecke 2003 claim that language exposure also plays a significant role in L3 learning. Although exposure to language can encompass a variety of means from the language being the environmental language of the learner to foreign language classroom contexts, it is probable that language proficiency and exposure are two interrelated factors in the sense that the longer the learner is exposed to the language in one form or another, the more likely it is for him or her to reach a higher level of proficiency.…”

Section: Language Proficiencymentioning

confidence: 99%

“…Odlin (1989), Cenoz (2001), De Angelis (2007), Jarvis and Pavlenko (2007) and Hall and Ecke (2003) elaborated lists of factors affecting the acquisition of third and additional languages in varying degrees of detail. Some of the factors seem to emerge as crucial ones, such as the cross-linguistic influence between, and the language proficiency in each of the languages involved, as well as the order of acquisition, the age of the language learners and the degree of their language awareness.…”

Section: Introductionmentioning

confidence: 99%

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The role of second language English in the process of learning third language German

Balla¹

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The role of second language English in the process of learning third language German And last but not least, I am deeply indebted both to the subjects who took part in the research for their cooperation and to their German teachers without whose dedication this study would have been impossible. PhD Dissertation T. Balla Ágnes AbstractThe field of third language acquisition (TLA) has become a rapidly developing branch of the study of second language acquisition in the past two decades. The aim of the present dissertation is to contribute to the international research by involving subjects with a Hungarian mother tongue. To that end, the present longitudinal study was designed to investigate the learning processes of L1 Hungarian subjects learning L2English and L3 German. The participants were 53 secondary school learners in two indicates that the comparative instruction had a positive influence on the subjects' L3 learning. As regards the differences between the treatment groups, it is concluded that the less experienced L3 learners were influenced by the comparative instruction to a greater extent than their more experienced counterparts. A further finding of the research is that the effect of instruction seems to be more emphatic on less successful language learners. The results of the present dissertation suggest that L1 Hungarian language learners' L3 learning processes can both be accelerated and facilitated if the learners are instructed with a cross-linguistic approach to the languages they learn.

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Parasitism as a Default Mechanism in L3 Vocabulary Acquisition

Cited by 73 publications

References 38 publications

L2-accented speech in L3 production

L2-accented speech in L3 production

The representation of newly learned words in the mental lexicon

The role of second language English in the process of learning third language German

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