The influence of L2 English on L3 French acquisition in bilingual education*

Stadt, Rosalinde; Hulk, Aafke; Sleeman, Petra

doi:10.1075/dujal.18006.sta

Cited by 4 publications

(6 citation statements)

References 17 publications

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“…Note that we did find an increase of Adv-V errors from year 1 to year 3 in the guided production task(Stadt et al 2018b). …”

mentioning

confidence: 52%

Third Language Acquisition

Cenoz¹

2019

The Encyclopedia of Applied Linguistics

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The conceptualisation of knowledge about aspect: From monolingual to multilingual representations Rafael Salaberry 4 The mental lexicon of multilingual adult learners of Italian L3: A study of word association behavior and cross-lingual semantic priming Anna Gudmundson 5 The acquisition of clitic pronouns in complex infinitival clauses by German-speaking learners of Italian as an L3: The role of proficiency in target and background language(s) Sandro Sciutti 6 Cognate recognition by young multilingual language learners: The role of age and exposure Carmen Muñoz 7 Age meets multilingualism: Influence of starting age on L3 acquisition across different learner populations Simone E. Pfenninger 8 From L2 to L3, verbs getting into place: A study on interlanguage transfer and L2 syntactic proficiency Laura Sánchez 9 L1 Dutch vs L2 English and the initial stages of L3 French acquisition

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“…Note that we did find an increase of Adv-V errors from year 1 to year 3 in the guided production task(Stadt et al 2018b). …”

mentioning

confidence: 52%

Third Language Acquisition

Cenoz¹

2019

The Encyclopedia of Applied Linguistics

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“…In such a program, the quantity of exposure to English as a foreign lan-guage is very high as compared to the exposure to French. In this population of language learners, Stadt et al (2018) found crosslinguistic influences from both Dutch and English to French and that exposure to English affects crosslinguistic influence from English to French. Based on these findings, French may be taken as a third language (L3) in Dutch-English bilingual education, while English may be taken as an L2.…”

Section: Introductionmentioning

confidence: 77%

“…Within such a context, transfer has been defined as a psychological process in which L2 learners incorporate L1 features into the L2 (Kellerman 1977). Recent studies on transfer showed that foreign languages such as French, are not always L2's in secondary education (Stadt et al 2018;Stadt 2019). These studies focused on Dutch learners of French who were enrolled in a Dutch-English bilingual program.…”

Section: Introductionmentioning

confidence: 99%

French as a foreign language in the Netherlands

Tessel

Bril

2021

AVT

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Exposure to English is more extensive in today’s society than to French. In this study we investigated crosslinguistic influences from Dutch and/or English to language performances in French as a foreign language, while controlling for language proficiency in French, English and Dutch, and exposure to English. We tested Dutch learners of French (n = 65) with respect to the acceptability of reduced relative clauses and attachment preferences in full relative clauses. The results showed crosslinguistic influence in the acceptability task and the preference task from English and Dutch respectively. Furthermore, language proficiency in English seems to affect attachment preferences in French. We concluded that these findings support the Linguistic Proximity Model (Westergaard et al. 2017) and that French in Dutch secondary education might be a third language, instead of a second language.

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“…In our study it is not the acquisition of morphology, syntax, or semantics, but of pragmatics where we see this effect. Because English is also the L2 for Dutchspeaking learners of Spanish (Stadt et al 2018), we cannot exclude the possibility that the Dutch data are also the result of L2 influence rather than L1 influence, or both (Bohnacker 2021). Stadt et al (2018) argue that the influence of English L2 on the acquisition of L3 is dependent on the degree of exposure to the L2, rather than on L2 proficiency.…”

Section: English L2 Interference In Spanish L3 Acquisitionmentioning

confidence: 99%

“…The influence of English as an L2 on the acquisition of an L3 is wellestablished (see e.g., Stadt et al 2018, Westergaard 2021. Hammarberg (2001) points out that there is in fact a general tendency to activate an earlier L2 rather than the L1 in L3 performance.…”

Section: English L2 Interference In Spanish L3 Acquisitionmentioning

confidence: 99%

The influence of first and second language on the acquisition of pragmatic markers in Spanish

Mulder¹,

Schoenmakers²,

Hoop³

2022

isogloss

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This paper reports on an experimental study of the use of two Spanish markers of epistemic modality and evidentiality, creo que ‘I believe that’ and pienso que ‘I think that’, by native speakers, and by Dutch and German learners of Spanish. We found a clear preference for creo que among the native speakers of Spanish, but with differences between the main varieties of the language. For Dutch and German learners the preference for creo que was significantly weaker, and for beginning learners of Spanish it was significantly weaker than for advanced learners. While for the Dutch learners of Spanish this pattern reflects the preference for I think over I believe in their L1, the preference that the German-speaking learners have for creo que can be seen as evidence for a general tendency noticed in the literature, namely the interference of an L2 (in this case English) instead of the L1 (in this case German) in L3 performance (in this case Spanish).

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The influence of L2 English on L3 French acquisition in bilingual education*

Cited by 4 publications

References 17 publications

Third Language Acquisition

Third Language Acquisition

French as a foreign language in the Netherlands

The influence of first and second language on the acquisition of pragmatic markers in Spanish

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