The Exploration of Multilingualism

Çankaya, Pınar

doi:10.1075/aals.6

Cited by 108 publications

(5 citation statements)

References 3 publications

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“…Research on multilingualism as distinct from bilingualism over the years ranges from Vildomec (1963) to Aronin and Hufeisen (2009). Central to this particular study is the assumption that:…”

Section: Definition Of Termsmentioning

confidence: 99%

The Influence of L2 Transfer on L3 English Written Production in a Bilingual German/Italian Population: A Study of Syntactic Errors

Forsyth¹

2014

OJML

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This study attempts to examine and identify instances of negative "interlanguage transfer" (Sharwood Smith & Kellerman, 1986), which is a phenomenon belonging to the broader field of crosslinguistic influence, in written L3 English production in a bilingual Italian/German population. Transfer from learners' L2 has attracted increasing attention over recent years (De Angelis & Selinker, 2001; Jessner, 2006) and research has suggested various potential triggers for facilitative and negative L2 transfer, as well as producing mixed results regarding the individual aspects of language that may be susceptible to transfer from a learner's L2. Quantitative data were collected from 46 subjects in the form of questionnaires enquiring about language backgrounds and attitudes, and written summaries. The Statistical Package for Social Science was used to analyse specific instances of written syntactic errors resulting from both L1 and L2 transfer and these were then examined in the light of the questionnaire responses in order to identify possible determining factors behind any L2 transfer for both linguistic groups. Results provided evidence of negative syntactic L2 transfer from German and Italian in English L3, yet the possible determining factors were sometimes unexpected and not necessarily identical for both groups. This study suggests that L2 transfer in multilingual settings is a very real possibility which may be of future interest in terms of multilingual language processing and have consequences for the L3 classroom.

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Section: Definition Of Termsmentioning

confidence: 99%

The Influence of L2 Transfer on L3 English Written Production in a Bilingual German/Italian Population: A Study of Syntactic Errors

Forsyth¹

2014

OJML

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“…In a very important sense, the complexity of multilingualism is increasingly greater than that of bilingualism. While this evidence is not conclusive, the findings gleaned from different studies could convince us that in many different important ways an additional, third language acquisition is distinct from second language acquisition (Aronin, & Hufeisen, 2009). A bilingual or a multilingual could come to different realizations about his bilingual or multilingual's self and his different persona in his journey to acquire and learn other languages (Lvovich,Ali: Ali has lived for nine years in the United States, pursuing his doctorate degree in microbiology.…”

Section: Bilingualism Vs Trilingualismmentioning

confidence: 80%

“…It is vital to meditate and negotiate their metalinguistic stances which could open some venues for us to reach a transcendental understanding of the languages they learned and the different realities they establish (Hadi-Tabassum, 2006). Some researchers indicated that research in trilingualism is carried out in the theoretical vein of bilingualism and there are no real efforts to delimit trilingualism in its own right (Aronin, & Hufeisen, 2009;Hoffmann, 2001;Njurai, 2016). Although certain salient similar features could be noticed in both bilinguals and trilinguals (Aronin & Hufeisen, 2009) there are some distinct features that could be observed in trilingualism as it was evident in this study.…”

Section: Discussionmentioning

confidence: 99%

“…Some bilinguals' practices could serve as a venue for exploring and understanding possible essential features of trilinguals' practices and competence. For example, Aronin, and Hufeisen (2009) indicated that multilingualism is complex in different respects and aspects. In a very important sense, the complexity of multilingualism is increasingly greater than that of bilingualism.…”

Section: Bilingualism Vs Trilingualismmentioning

confidence: 99%

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The Primacy of Bilinguals and Trilinguals College Students’ Views on Reading and Language Learning

Alsheikh¹

2017

ELT

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This study aimed at understanding the essence of reading and language learning by bilinguals and trilinguals college students. The study is based on data from two separate yet related studies that were completed. The study used interviews as a qualitative means to glean the views of Arab bilinguals (n=10) and African trilinguals (n=3). The study is based on symbolic interactionism approach to incorporate a focus on intersubjective realities of bilinguals and trilinguals, openness to bilinguals and multilinguals' experiences and a search for invariant indispensable meaning in their descriptions of their bilingualism and multilingualism. In a very important sense, this study attempted to get beyond the immediacy of an experienced world in order to articulate the pre-reflective level of lived-world of bilinguals and trilinguals. The preliminary results of this study revealed that both bilinguals and trilinguals viewed reading as an establish tool for gleaning meaning. On the other hand, trilinguals viewed language from a larger intersubjective scope where the shared common understandings through ongoing symbolic interaction with the others. The trilingual also assigned more spatial perspectives, more metalinguistic awareness of reading and languages learning than the bilinguals.

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“…Concerned with the initial state, generative linguists have shown that the source of transfer is the L2 (Bardel & Falk, 2007;Falk & Bardel, 2011). Psycholinguistic evidence also indicates that languages with a foreign status are (re)activated during production in light of learners' awareness of the different mechanisms underlying language development (Hammarberg, 2001;Williams & Hammarberg, 1998).…”

Section: Conceptualizing Plurilingualism From Three Dominant Theoretimentioning

confidence: 97%

Plurilingual Learners’ Beliefs and Practices Toward Native and Nonnative Language Mediation during Learner-Learner Interaction

Payant¹

2015

The Canadian Modern Language Review

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Due to the growing number of plurilingual learners in the world today (Hammarberg, 2010), the present multiple case study examines four plurilingual participants' beliefs toward first language (L1) and second language (L2) mediation in the acquisition of French as a third language (L3). During a 16-week classroom-based study in a French university language class in central Mexico, four Spanish (L1) -English (L2) participants completed eight collaborative pedagogic tasks and participated in four in-depth one-on-one interviews. A qualitative analysis of the focal participants' beliefs about L1 and L2 mediation in the acquisition of an L3 was conducted and their beliefs were compared to task performance gathered from task-based learner-learner interaction. Findings suggest that both native and non-native languages serve cognitive and social functions during task completion but that individual differences are subject to previous factors including educational experiences, language proficiency, and context of language learning.

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The Exploration of Multilingualism

Cited by 108 publications

References 3 publications

The Influence of L2 Transfer on L3 English Written Production in a Bilingual German/Italian Population: A Study of Syntactic Errors

The Influence of L2 Transfer on L3 English Written Production in a Bilingual German/Italian Population: A Study of Syntactic Errors

The Primacy of Bilinguals and Trilinguals College Students’ Views on Reading and Language Learning

Plurilingual Learners’ Beliefs and Practices Toward Native and Nonnative Language Mediation during Learner-Learner Interaction

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