Third Language Acquisition

Cenoz, Jasone

doi:10.1002/9781405198431.wbeal1214

Cited by 8 publications

(8 citation statements)

References 127 publications

(187 reference statements)

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“…In recent years, we have seen a significant increase in research involving the acquisition of third or additional languages (see Cenoz, in press). The main issue discussed in this research is the identification of the characteristics that distinguish SLA from the acquisition of additional languages (third language [L3], fourth language [L4], etc.).…”

Section: Second Language Acquisition and Bilingualismmentioning

confidence: 99%

Focus on Multilingualism: A Study of Trilingual Writing

Cenoz¹,

Gorter

2011

The Modern Language Journal

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291

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In this article, we analyze the relationship between studies in second language acquisition and studies in bilingualism as areas that have been traditionally ignored but which share some common perspectives. Then we look at new trends in both areas that are compatible with a holistic perspective in the study of multilingualism. Based on these trends, we propose "Focus on Multilingualism," an approach that looks at the whole linguistic repertoire of multilingual speakers and language learners and at the relationships between the languages when conducting research, teaching, or assessing different languages. In the second part of the article, we report on the results of an exploratory study on the development of writing skills in three languages: Basque, Spanish, and English. We explore different ways to look at the three languages and their interaction by focusing on the multilingual speaker and his or her languages rather than each of the specific languages in isolation. The results indicate that the languages are related to each other in different ways and that multilingual speakers develop their creativity in these language practices. We argue that by focusing on the different languages, we can gain new insights about the way languages are learned and used.IN THIS ARTICLE, WE COMBINE DIFFERENT perspectives in the study of second language acquisition (SLA) and bilingualism/multilingualism studies as a basis to propose "Focus on Multilingualism," a perspective for both research and teaching. First, we look at some common characteristics of research and teaching, some new trends that bring together these two areas of applied linguistics, and the different languages being learned and used in school contexts.Second, we follow with the section entitled "The Study" in order to analyze whether the "Focus on Multilingualism" perspective can provide new information when compared to traditional approaches. We report on an exploratory research

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Section: Second Language Acquisition and Bilingualismmentioning

confidence: 99%

Focus on Multilingualism: A Study of Trilingual Writing

Cenoz¹,

Gorter

2011

The Modern Language Journal

Self Cite

291

145

View full text Add to dashboard Cite

show abstract

“…All in all, the conceptualizations of language and language acquisition from a DST perspective diverge fundamentally from the mainstream or traditional theories working with static or linear presuppositions (e.g., information processing approach) that have dominated cognitive sciences and applied linguistics in the past several decades (de Bot, Lowie, & Verspoor, 2007), and such a innovative theoretical and methodological framework may provide refreshing insights into our understanding and studying of language acquisition. Jessner, 2002), given that the population learning more than two languages is expanding sharply, and that important discrepancies between SLA and TLA have increasingly been recognized and uncovered by inquirers (see Cenoz, 2013aCenoz, , 2013bDe Angelis, 2007). Admittedly, TLA shares many of the common grounds with SLA (e.g., they are both processes of acquiring a non-native language), but there are also significant distinctions between them, which have very often been ignored by SLA research (Cenoz, 2013a).…”

Section: A the Dst Approach To First And Second Language Acquisitionmentioning

confidence: 99%

“…The primary difference lies in the fact that third or additional language learners already have two or over two languages in their prior linguistic repertoire, which can influence the language learning processes in various ways (Cenoz, 2013a;De Angelis, 2007). Hence, it is obvious that learners of third or additional languages may take advantage of more linguistic resources (L1, L2 and other prior languages acquired) during the production and acquisition processes which SLA learners or bilinguals definitely do not have at their disposal (Cenoz, 2013a(Cenoz, , 2013bDe Angelis, 2007). In reality, diverse elements such as learners' age and motivation, order of acquisition, instructional methods may all constitute distinguishing factors that may differentiate SLA from TLA (Cenoz, 2013a).…”

Section: A the Dst Approach To First And Second Language Acquisitionmentioning

confidence: 99%

Dynamic Development of Complexity, Accuracy and Fluency in Multilingual Learners’ L1, L2 and L3 Writing

Yang

Sun

2015

TPLS

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Abstract-From a dynamic systems theory perspective, this study investigated the development of complexity, accuracy and fluency (CAF) in five undergraduate multilingual learners' L1 (Chinese), L2 (English) and L3 (French) writing throughout an academic year. Via detailed analysis of the quantitative data, this study aims to longitudinally depict the dynamic and interactive development of CAF in multilingual learners' writing. Results show that the developmental patterns of CAF in multilingual learners' (especially each individual learner's) L1, L2 and L3 writing were characterized by non-linearity, recurrent and elusive increase and backsliding, emergent and constant changes, chaotic iteration, etc. Results also demonstrate that CAF components were integratively and interactively correlated with each other in multilingual learners' writing over time. The findings hold some implications for theories and methodologies of multilingual acquisition/development studies.

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“…Exploring L3 acquisition may enhance our understanding of the language acquisition processes and provides an opportunity to investigate how previous linguistic language knowledge can help with learning a new language (Hammarberg & Williams, 2009). In the same vein, Cenoz (2020) argues that L3 learning has some unique characteristics compared to L2 learning, one of those being a possible impact of the L2 on L3 learning. Quite a bit of research investigated these possible effects on L3 learning (e.g.…”

Section: Background Literaturementioning

confidence: 99%

Learning an L2 and L3 at the same time: help or hinder?

Huang

Steinkrauss

Verspoor

2020

International Journal of Multilingualism

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There is quite a bit of evidence showing that the experience of learning an L2 will help in learning an L3, but as far as we know, very little research has investigated the possible impact of L3 learning on the already existing and still developing L2 system within the learner. According to Complex Dynamic Systems Theory (CDST), language development depends on limited resources. In simultaneous L2 and L3 (L2 + L3) learners, these resources have to be used for learning two languages, reducing the resources available for L2 learning. This might lead, firstly, to a slower L2 development in L2 + L3 learners than in L2 only learners, and secondly, to more variability in the L2 during the learning process. In the current study, we traced the L2 English writing proficiency scores (both in terms of gains and variability) of two groups of L1 Chinese learners within one academic year. One group learnt English only (L2) and the other group learnt English and Russian simultaneously. Results show that the L2 + L3 learners did not develop their L2 to a lesser extent than the L2 learners did, but they showed more variability over time in one sub-area (fluency) of L2 writing proficiency. The implications are discussed.

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Third Language Acquisition

Cited by 8 publications

References 127 publications

Focus on Multilingualism: A Study of Trilingual Writing

Focus on Multilingualism: A Study of Trilingual Writing

Dynamic Development of Complexity, Accuracy and Fluency in Multilingual Learners’ L1, L2 and L3 Writing

Learning an L2 and L3 at the same time: help or hinder?

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