Transfer into L3 English

Lloyd-Smith, Anika; Gyllstad, Henrik; Kupisch, Tanja

doi:10.1075/lab.15013.llo

Cited by 45 publications

(17 citation statements)

References 32 publications

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“…Accentedness ratings specifically target oral proficiency (as opposed to proficiency in other domains, such as the lexicon or morphosyntax), thus are one of the more relevant measures for determining oral proficiency in a non-native language (Colantoni et al 2015, p. 89). For this reason, they have often been used to establish oral proficiency in previous work (e.g., Steele 2007, 2008;Kopečková 2016;Lloyd-Smith et al 2017). All L1 Mandarin-L2 English-L3 Spanish participants were required to read 'The North Wind and the Sun' in English as well as its Spanish equivalent.…”

Section: Oral Proficiencymentioning

confidence: 99%

“…Nevertheless, the SLM and the PAM-L2 do not consider difficulty in production. Nor do they consider the role of dominant articulatory routines, which have generally been shown to influence L3 production (Hammarberg and Hammarberg 2005;Llama and López-Morelos 2016;Lloyd-Smith et al 2017). Accordingly, any L3 model should be able to account for factors that influence production difficulty, while also considering the role of perceptual assimilation.…”

Section: Implications For Models Of L3 Acquisitionmentioning

confidence: 99%

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Acquisition of the Tap-Trill Contrast by L1 Mandarin–L2 English–L3 Spanish Speakers

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2018

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The goals of this study were to investigate the developmental patterns of acquisition of the Spanish tap and trill by L1 Mandarin–L2 English–L3 Spanish speakers, and to examine the extent to which the L1 and the L2 influenced the L3 productions. Twenty L1 Mandarin–L2 English–L3 Spanish speakers performed a reading task that elicited production of rhotics from the speakers’ L3 Spanish, L2 English, and L1 Mandarin, as well as the L2 English flap. The least proficient speakers produced a single substitution initially, generally [l]. The same non-target segment was produced for both rhotics, mirroring the results of previous studies investigating L1 English–L2 Spanish speakers, indicating that this may be a universal simplification strategy. In contrast to previous work on L1 English speakers, the L1 Mandarin–L2 English–L3 Spanish speakers who had acquired the tap did not tend to use it as the primary substitute for the trill. Overall, the L1 was a stronger source of cross-linguistic influence. Nonetheless, evidence of positive and negative L2 transfer was also found. The L2 flap allophone facilitated acquisition of the L3 tap, whereas non-target productions of the L2 /ɹ/ were also observed, revealing that both previously learned languages were possible sources of cross-linguistic influence.

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Section: Oral Proficiencymentioning

confidence: 99%

Section: Implications For Models Of L3 Acquisitionmentioning

confidence: 99%

Acquisition of the Tap-Trill Contrast by L1 Mandarin–L2 English–L3 Spanish Speakers

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2018

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“…Sağın Şimşek 2006; Kupisch et al 2013;Siemund & Lechner 2015). An exception is a recent study by Lloyd-Smith et al (2016), who investigated the perceived global accent of Turkish heritage speakers when speaking L3 English. These speakers were perceived to have a milder accent compared to monolingual Turkish speakers and the perceived transfer source was either German or Turkish, depending on the speakers' relative proficiency in their early acquired languages.…”

Section: Exploring An Understudied Field: Phonological Learning In Mumentioning

confidence: 99%

VOT in French as a foreign language: A production and perception study with mono- and multilingual learners (German/Mandarin-Chinese)

Gabriel

Kupisch

Seoudy

2016

SHS Web of Conferences

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Abstract. This study addresses the production of Voice Onset Time (VOT) in French as a foreign language (FFL). The learners are young multilingual learners who speak Mandarin Chinese as a heritage language along with German. To determine potential effects of the learners' multilingual background, these multilingual learners were compared to three control groups: (1) monolingual German learners of FFL, (2) monolingual Mandarin Chinese learners of FFL, and (3) native speakers of French (L1). In addition, a perception experiment was carried out to find out to what extent the VOT values measured in the production data contribute to the perception of foreign accent. Our results show that multilingual learners perform similar to monolingual learners, suggesting that multilingual learners are neither advantaged nor disadvantaged when acquiring the phonology of a foreign language. Furthermore, the learners' perceived accent in the perception data study mirrors the results from the production study.

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“…Previous research on phonological CLI in L3 acquisition does not show conclusive evidence for any of the models individually: while Williams and Hammarberg’s (1998) and Hammarberg’s (2001) case study of the phonology of an L1 English and L2 German speaker producing her first words in L3 Swedish seems to support the L2SF, Wrembel (2012) and Lloyd-Smith et al (2017) found partial confirmation of the TPM in their studies on foreign accentedness. Likewise, Cabrelli and Pichan (2021) found evidence for transfer driven by global structural similarity, at least in a language triad in which there is a clear similarity between the L3 and one of the source languages.…”

Section: Existing L3 Acquisition Modelsmentioning

confidence: 84%

Phonological cross-linguistic influence at the initial stages of L3 acquisition

Kopečková¹,

Gut

Wrembel³

et al. 2022

Second Language Research

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This study investigates sources of phonological cross-linguistic influence (CLI) at the initial stages of third language (L3) acquisition in light of the predictions of the second language (L2) Status Factor Model, the Typological Primacy Model, the Cumulative-Enhancement Model, the Linguistic Proximity Model and the Scalpel Model. The productions of L3 rhotic sounds, /w/ and final obstruent devoicing, elicited in a delayed repetition task, were analysed auditorily in two groups of adolescent instructed learners with L1-German–L2-English–L3-Polish and L1-Polish–L2-English–L3-German language backgrounds. The results showed that dominant articulatory routines from the L1 play an important role in determining the source(s) of phonological CLI in the initial stages of L3 acquisition, at least in a learning constellation when L2 articulations have not been mastered yet in a consistently target-like manner. Based on loglinear and multiple correspondence analyses, the sources of phonological CLI were found in this study to vary feature-by-feature, thus giving some support to the Linguistic Proximity Model and the Scalpel Model. However, the high inter- and intra-individual variation that was found is so far not accounted for by any of the existing models.

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Transfer into L3 English

Cited by 45 publications

References 32 publications

Acquisition of the Tap-Trill Contrast by L1 Mandarin–L2 English–L3 Spanish Speakers

Acquisition of the Tap-Trill Contrast by L1 Mandarin–L2 English–L3 Spanish Speakers

VOT in French as a foreign language: A production and perception study with mono- and multilingual learners (German/Mandarin-Chinese)

Phonological cross-linguistic influence at the initial stages of L3 acquisition

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