Third language acquisition in adulthood /:
Research on the phonological acquisition of a third language (L3) is still in its infancy; therefore, the present contribution is intended to further investigate the area by focusing on the phenomenon of foreign accentedness and the widely disputed sources of cross-linguistic influence in L3 phonolo...
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| Weitere Verfasser: | , , |
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam ; Philadelphia :
John Benjamins,
©2012.
|
| Schriftenreihe: | Studies in bilingualism ;
v. 46. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Research on the phonological acquisition of a third language (L3) is still in its infancy; therefore, the present contribution is intended to further investigate the area by focusing on the phenomenon of foreign accentedness and the widely disputed sources of cross-linguistic influence in L3 phonology. The study employs the technique of perceptual judgement of a foreign accent in a third language. It aims to determine whether trilingual speakers of typologically unrelated languages (i.e. L1 Polish, L2 French and L3 English) have a tendency toward L1- or L2-accented speech in L3 performance and. |
| Beschreibung: | Papers presented at the Obermann Center Summer Seminar "Third Language Acquisition: Developing a Research Base", held at the University of Iowa in conjunction with MIT in the summer of 2010. |
| Beschreibung: | 1 online resource (vi, 312 pages) : illustrations |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9789027241870 9027241872 9781283895385 1283895382 9789027273031 9027273030 |
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| 245 | 0 | 0 | |a Third language acquisition in adulthood / |c edited by Jennifer Cabrelli Amaro, Suzanne Flynn, Jason Rothman. |
| 260 | |a Amsterdam ; |a Philadelphia : |b John Benjamins, |c ©2012. | ||
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| 490 | 1 | |a Studies in bilingualism ; |v v. 46 | |
| 500 | |a Papers presented at the Obermann Center Summer Seminar "Third Language Acquisition: Developing a Research Base", held at the University of Iowa in conjunction with MIT in the summer of 2010. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a Research on the phonological acquisition of a third language (L3) is still in its infancy; therefore, the present contribution is intended to further investigate the area by focusing on the phenomenon of foreign accentedness and the widely disputed sources of cross-linguistic influence in L3 phonology. The study employs the technique of perceptual judgement of a foreign accent in a third language. It aims to determine whether trilingual speakers of typologically unrelated languages (i.e. L1 Polish, L2 French and L3 English) have a tendency toward L1- or L2-accented speech in L3 performance and. | ||
| 505 | 0 | |a Third Language Acquisition in Adulthood -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgments -- Introduction. Third language (L3) acquisition in adulthood -- References -- Part 1. Theory -- L3 morphosyntax in the generative tradition -- 1. Generative theory and acquisition: A concise overview of relevant issues -- 2. Why L3 as opposed to adult L2 acquisition? -- 3. The initial state and different proposals for L3/Ln -- 3.1 Absolute L1 transfer -- 3.2 The L2 status factor -- 3.3 The Cumulative-Enhancement Model (CEM) -- 3.4 The Typological Primacy Model -- 4. Beyond the initial state -- 5. Final thoughts and future directions -- References -- L3 phonology -- 1. Introduction -- 2. Existing research -- 2.1 Facilitation of additional language learning -- 2.2 Factors in L3 phonological transfer -- 3. Theoretical issues -- 3.1 Generative L3 morphosyntax models -- 3.2 The L3 initial stages and Optimality Theory -- 4. Methodological issues -- 4.1 Overview -- 4.2 Perception studies -- 4.3 Selection of properties -- 4.4 Proficiency measurement -- 4.5 Subject pools and language groups -- 4.6 Data analysis -- 5. Conclusion -- References -- The L2 status factor and the declarative/procedural distinction -- 1. Introduction -- 2. A short overview of important factors for transfer into L3 -- 3. The L2 status factor: Background -- 4. A model for L3 learning (Falk & Bardel 2010, 2011) -- 5. A neurolinguistic approach to L3 learning -- 6. Implications and future directions -- References -- Rethinking multilingual processing -- 1. Main characteristics of current models of multilingual processing -- 2. Characteristics of complex dynamic systems -- 3. A different perspective on processing models -- 3.1 Language processing is modular -- 3.2 Language processing is incremental, and there is no internalfeedback or feedforward. | |
| 505 | 8 | |a 3.3 Isolated elements can be studied without taking into account the largerlinguistic and social context of which they are a part -- 3.4 Individual monologue, rather than interaction, is the default speaking situation -- 3.5 Language processing is seen primarily as operations on invariantand abstract representations -- 3.6 Language processing can be described using a steady state model -- 3.7 Various experimental techniques will provide us with reliableand valid data on the workings of the model -- 3.8 Characteristics of DST-based models of bilingual processing -- 3.9 From group studies to individual case studies of multilinguals -- 4. Multilingualism and DST -- 5. Conclusion -- References -- Multilingual lexical operations -- 1. The general notion of cross-linguistic influence:A historical thumbnail sketch -- 2. Debates concerning cross-lexical connectivity -- 3. Cross-lexical interaction as integrated blur -- 4. Conclusion -- References -- L3/Ln acquisition -- 1. Introduction -- 2. Four theoretical proposals explaining linguistic difficulty -- 2.1 The Interpretability Hypothesis -- 2.2 The Interface Hypothesis -- 2.3 The Feature Reassembly Hypothesis -- 2.4 The Bottleneck Hypothesis -- 3. L3A data meet the L2A hypotheses -- 3.1 Chin (2008) -- 3.2 Foote (2009) -- 3.3 Montrul, Dias & Santos (2011) -- 4. Discussion and conclusions -- References -- Part 2. Empirical studies -- Further evidence in supportof the Cumulative-Enhancement Model -- 1. Introduction -- 2. Background studies and the CEM -- 3. Motivation for our study and research focus -- 4. German and Hungarian: Syntactic background -- 5. Predictions -- 5.1 L2 Study: German L1/English L2 acquisition -- 5.2 L3 Study: Hungarian L1/German L2/English L3 acquisition -- 6. Design, method, and subjects -- 7. Results -- 7.1 L2 Study: German L1/English L2 Group. | |
| 505 | 8 | |a 7.2 L3 Study: HungarianL1/GermanL2/EnglishL3 -- 8. Discussion -- References -- Acquisition of L3 German -- 1. Introduction -- 2. L3A research -- 3. Research on grammatical gender -- 4. Research on articles -- 5. Cross-linguistic information -- 5.1 German -- 5.2 English -- 5.3 Spanish -- 5.4 Japanese -- 6. The current study -- 6.1 Research questions (RQs) and predictions -- 6.2 Predictions according to the Cumulative-Enhancement Model (CEM) -- 6.3 Predictions according to the L2 Status Model -- 6.4 Predictions according to the Typological Primacy Model (TPM) -- 6.5 Participants -- 6.6 Methodology -- 7. Results -- 7.1 Task 1: Gender assignment task -- 7.2 Task 2: Definiteness and gender concord -- articles -- 7.3 Task 3: Gender concord -- adjectives -- 8. Discussion -- 8.1 Results summary -- 8.2 Results in relation to the Cumulative-Enhancement Model (CEM) -- 8.3 Results in relation to the L2 status factor -- 8.4 Results in relation to the Typological Primacy Model (TPM) -- 8.5 Further discussion -- 9. Conclusion -- References -- Appendix -- Examining the role of L2 syntacticdevelopment in L3 acquisition -- 1. Introduction -- 2. The present study -- 2.1 Linguistic properties of Tuvan, Russian and English -- 2.2 Research questions and predictions -- 3. Methods -- 3.1 Participants -- 3.2 Materials -- 4. Results -- 4.1 Division of participants -- 4.2 The Michigan Listening Comprehension Test -- 4.3 Comprehension tests in English and Russian -- 5. Discussion -- 5.1 Residual difficulty in Russian -- 5.2 Relative clauses in L3 English -- 5.3 The relationship between the L2 and the L3 -- 6. Conclusion -- References -- Variation in self-perceived proficiencyin two 'local' and two foreign languagesamong Galician students -- 1. Introduction -- 2. Literature review -- 2.1 The context: Galicia -- 2.2 Dependent variable: Self-perceived proficiency. | |
| 505 | 8 | |a 2.3 Independent variable 1: Monolingual or bilingual upbringing -- 2.4 Independent variable 2: Monolingual or bilingual schooling -- 2.5 Independent variable 3: Age of Onset of Acquisition (AOA) -- 2.6 Independent variable 4: Total language knowledge -- 2.7 Independent variable 5: Typological distance and affordances -- 2.8 Independent variable 5: Language attitudes -- 2.9 Independent variable 6: Type and intensity of contactwith the foreign language -- 2.10 Independent variables 7 and 8: Gender and age -- 3. Method -- 3.1 Participants -- 3.2 Research design -- 3.3 Dependent variable: Self-perceived proficiency -- 4. Hypotheses -- 5. Results -- 5.1 Hypothesis 1: Monolingual versus bilingual upbringing -- 5.2 Hypothesis 2: Monolingual versus bilingual schooling -- 5.3 Hypothesis 3: The effect of AOA -- 5.4 Hypothesis 4: The effect of knowing more languages -- 5.5 Hypothesis 5: The effect of language attitudes -- 5.6 Hypotheses 6a and 6b: The effect of knowing an extra Romanceor Germanic language -- 5.7 Hypothesis 7: The effect of contact with English and French -- 5.8 Hypothesis 8: The effect of gender and age -- 6. Discussion -- 7. Conclusion -- Acknowledgements -- References -- Advanced learners' word choicesin French L3 -- 1. Introduction -- 2. Background -- 2.1 CLI and vocabulary knowledge in Swedish learners' French L3 -- 2.2 Word choice and word choice transfer studies -- 3. Methodology -- 3.1 Informants -- 3.2 Tasks -- 3.3 Procedure -- 4. Research questions and hypotheses -- 5. Results -- 5.1 Le lanceur de couteaux -- 5.2 Le bac à sable -- 6. Discussion and conclusions -- References -- Appendix: Summaries of the two films -- Foreign accentedness in thirdlanguage acquisition -- 1. Theoretical background -- 1.1 Cross-linguistic influence in L3 phonological acquisition -- 1.2 Overview of research on third language phonological acquisition. | |
| 505 | 8 | |a 2. Experiment -- foreign accent ratings -- 2.1 Research design -- 2.2 Participants -- 2.3 Language biographies -- 2.4 Rating consistency -- 3. Results of the experiment -- 3.1 Accent ratings -- 3.2 Identification of speakers' L1 -- 3.3 Raters' variables -- 3.4 Speakers' variables -- 4. Discussion -- 5. Conclusions -- References -- Index. | |
| 546 | |a English. | ||
| 650 | 0 | |a Multilingualism. |0 http://id.loc.gov/authorities/subjects/sh85088352 | |
| 650 | 0 | |a Adult education. |0 http://id.loc.gov/authorities/subjects/sh85001028 | |
| 650 | 0 | |a Language acquisition. |0 http://id.loc.gov/authorities/subjects/sh85074511 | |
| 650 | 0 | |a Language and languages |x Study and teaching. |0 http://id.loc.gov/authorities/subjects/sh85074536 | |
| 650 | 0 | |a Language transfer (Language learning) |0 http://id.loc.gov/authorities/subjects/sh85074571 | |
| 650 | 6 | |a Multilinguisme. | |
| 650 | 6 | |a Éducation des adultes. | |
| 650 | 6 | |a Langage |x Acquisition. | |
| 650 | 6 | |a Langage et langues |x Étude et enseignement. | |
| 650 | 6 | |a Transfert (Apprentissage d'une langue) | |
| 650 | 7 | |a EDUCATION |x Bilingual Education. |2 bisacsh | |
| 650 | 7 | |a Adult education |2 fast | |
| 650 | 7 | |a Language acquisition |2 fast | |
| 650 | 7 | |a Language and languages |x Study and teaching |2 fast | |
| 650 | 7 | |a Language transfer (Language learning) |2 fast | |
| 650 | 7 | |a Multilingualism |2 fast | |
| 650 | 7 | |a Adquisició d'una segona llengua. |2 thub | |
| 650 | 7 | |a Multilingüisme. |2 thub | |
| 650 | 7 | |a Accentuació (Lingüística) |2 thub | |
| 650 | 7 | |a Fonologia. |2 thub | |
| 650 | 7 | |a Educació d'adults. |2 thub | |
| 655 | 7 | |a Llibres electrònics. |2 thub | |
| 700 | 1 | |a Cabrelli Amaro, Jennifer. | |
| 700 | 1 | |a Flynn, Suzanne. | |
| 700 | 1 | |a Rothman, Jason. | |
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| contents | Third Language Acquisition in Adulthood -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgments -- Introduction. Third language (L3) acquisition in adulthood -- References -- Part 1. Theory -- L3 morphosyntax in the generative tradition -- 1. Generative theory and acquisition: A concise overview of relevant issues -- 2. Why L3 as opposed to adult L2 acquisition? -- 3. The initial state and different proposals for L3/Ln -- 3.1 Absolute L1 transfer -- 3.2 The L2 status factor -- 3.3 The Cumulative-Enhancement Model (CEM) -- 3.4 The Typological Primacy Model -- 4. Beyond the initial state -- 5. Final thoughts and future directions -- References -- L3 phonology -- 1. Introduction -- 2. Existing research -- 2.1 Facilitation of additional language learning -- 2.2 Factors in L3 phonological transfer -- 3. Theoretical issues -- 3.1 Generative L3 morphosyntax models -- 3.2 The L3 initial stages and Optimality Theory -- 4. Methodological issues -- 4.1 Overview -- 4.2 Perception studies -- 4.3 Selection of properties -- 4.4 Proficiency measurement -- 4.5 Subject pools and language groups -- 4.6 Data analysis -- 5. Conclusion -- References -- The L2 status factor and the declarative/procedural distinction -- 1. Introduction -- 2. A short overview of important factors for transfer into L3 -- 3. The L2 status factor: Background -- 4. A model for L3 learning (Falk & Bardel 2010, 2011) -- 5. A neurolinguistic approach to L3 learning -- 6. Implications and future directions -- References -- Rethinking multilingual processing -- 1. Main characteristics of current models of multilingual processing -- 2. Characteristics of complex dynamic systems -- 3. A different perspective on processing models -- 3.1 Language processing is modular -- 3.2 Language processing is incremental, and there is no internalfeedback or feedforward. 3.3 Isolated elements can be studied without taking into account the largerlinguistic and social context of which they are a part -- 3.4 Individual monologue, rather than interaction, is the default speaking situation -- 3.5 Language processing is seen primarily as operations on invariantand abstract representations -- 3.6 Language processing can be described using a steady state model -- 3.7 Various experimental techniques will provide us with reliableand valid data on the workings of the model -- 3.8 Characteristics of DST-based models of bilingual processing -- 3.9 From group studies to individual case studies of multilinguals -- 4. Multilingualism and DST -- 5. Conclusion -- References -- Multilingual lexical operations -- 1. The general notion of cross-linguistic influence:A historical thumbnail sketch -- 2. Debates concerning cross-lexical connectivity -- 3. Cross-lexical interaction as integrated blur -- 4. Conclusion -- References -- L3/Ln acquisition -- 1. Introduction -- 2. Four theoretical proposals explaining linguistic difficulty -- 2.1 The Interpretability Hypothesis -- 2.2 The Interface Hypothesis -- 2.3 The Feature Reassembly Hypothesis -- 2.4 The Bottleneck Hypothesis -- 3. L3A data meet the L2A hypotheses -- 3.1 Chin (2008) -- 3.2 Foote (2009) -- 3.3 Montrul, Dias & Santos (2011) -- 4. Discussion and conclusions -- References -- Part 2. Empirical studies -- Further evidence in supportof the Cumulative-Enhancement Model -- 1. Introduction -- 2. Background studies and the CEM -- 3. Motivation for our study and research focus -- 4. German and Hungarian: Syntactic background -- 5. Predictions -- 5.1 L2 Study: German L1/English L2 acquisition -- 5.2 L3 Study: Hungarian L1/German L2/English L3 acquisition -- 6. Design, method, and subjects -- 7. Results -- 7.1 L2 Study: German L1/English L2 Group. 7.2 L3 Study: HungarianL1/GermanL2/EnglishL3 -- 8. Discussion -- References -- Acquisition of L3 German -- 1. Introduction -- 2. L3A research -- 3. Research on grammatical gender -- 4. Research on articles -- 5. Cross-linguistic information -- 5.1 German -- 5.2 English -- 5.3 Spanish -- 5.4 Japanese -- 6. The current study -- 6.1 Research questions (RQs) and predictions -- 6.2 Predictions according to the Cumulative-Enhancement Model (CEM) -- 6.3 Predictions according to the L2 Status Model -- 6.4 Predictions according to the Typological Primacy Model (TPM) -- 6.5 Participants -- 6.6 Methodology -- 7. Results -- 7.1 Task 1: Gender assignment task -- 7.2 Task 2: Definiteness and gender concord -- articles -- 7.3 Task 3: Gender concord -- adjectives -- 8. Discussion -- 8.1 Results summary -- 8.2 Results in relation to the Cumulative-Enhancement Model (CEM) -- 8.3 Results in relation to the L2 status factor -- 8.4 Results in relation to the Typological Primacy Model (TPM) -- 8.5 Further discussion -- 9. Conclusion -- References -- Appendix -- Examining the role of L2 syntacticdevelopment in L3 acquisition -- 1. Introduction -- 2. The present study -- 2.1 Linguistic properties of Tuvan, Russian and English -- 2.2 Research questions and predictions -- 3. Methods -- 3.1 Participants -- 3.2 Materials -- 4. Results -- 4.1 Division of participants -- 4.2 The Michigan Listening Comprehension Test -- 4.3 Comprehension tests in English and Russian -- 5. Discussion -- 5.1 Residual difficulty in Russian -- 5.2 Relative clauses in L3 English -- 5.3 The relationship between the L2 and the L3 -- 6. Conclusion -- References -- Variation in self-perceived proficiencyin two 'local' and two foreign languagesamong Galician students -- 1. Introduction -- 2. Literature review -- 2.1 The context: Galicia -- 2.2 Dependent variable: Self-perceived proficiency. 2.3 Independent variable 1: Monolingual or bilingual upbringing -- 2.4 Independent variable 2: Monolingual or bilingual schooling -- 2.5 Independent variable 3: Age of Onset of Acquisition (AOA) -- 2.6 Independent variable 4: Total language knowledge -- 2.7 Independent variable 5: Typological distance and affordances -- 2.8 Independent variable 5: Language attitudes -- 2.9 Independent variable 6: Type and intensity of contactwith the foreign language -- 2.10 Independent variables 7 and 8: Gender and age -- 3. Method -- 3.1 Participants -- 3.2 Research design -- 3.3 Dependent variable: Self-perceived proficiency -- 4. Hypotheses -- 5. Results -- 5.1 Hypothesis 1: Monolingual versus bilingual upbringing -- 5.2 Hypothesis 2: Monolingual versus bilingual schooling -- 5.3 Hypothesis 3: The effect of AOA -- 5.4 Hypothesis 4: The effect of knowing more languages -- 5.5 Hypothesis 5: The effect of language attitudes -- 5.6 Hypotheses 6a and 6b: The effect of knowing an extra Romanceor Germanic language -- 5.7 Hypothesis 7: The effect of contact with English and French -- 5.8 Hypothesis 8: The effect of gender and age -- 6. Discussion -- 7. Conclusion -- Acknowledgements -- References -- Advanced learners' word choicesin French L3 -- 1. Introduction -- 2. Background -- 2.1 CLI and vocabulary knowledge in Swedish learners' French L3 -- 2.2 Word choice and word choice transfer studies -- 3. Methodology -- 3.1 Informants -- 3.2 Tasks -- 3.3 Procedure -- 4. Research questions and hypotheses -- 5. Results -- 5.1 Le lanceur de couteaux -- 5.2 Le bac à sable -- 6. Discussion and conclusions -- References -- Appendix: Summaries of the two films -- Foreign accentedness in thirdlanguage acquisition -- 1. Theoretical background -- 1.1 Cross-linguistic influence in L3 phonological acquisition -- 1.2 Overview of research on third language phonological acquisition. 2. Experiment -- foreign accent ratings -- 2.1 Research design -- 2.2 Participants -- 2.3 Language biographies -- 2.4 Rating consistency -- 3. Results of the experiment -- 3.1 Accent ratings -- 3.2 Identification of speakers' L1 -- 3.3 Raters' variables -- 3.4 Speakers' variables -- 4. Discussion -- 5. Conclusions -- References -- Index. |
| ctrlnum | (OCoLC)826443220 |
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| dewey-search | 404/.2 |
| dewey-sort | 3404 12 |
| dewey-tens | 400 - Language |
| discipline | Sprachwissenschaft |
| format | Electronic eBook |
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ind2="0"><subfield code="a">Third language acquisition in adulthood /</subfield><subfield code="c">edited by Jennifer Cabrelli Amaro, Suzanne Flynn, Jason Rothman.</subfield></datafield><datafield tag="260" ind1=" " ind2=" "><subfield code="a">Amsterdam ;</subfield><subfield code="a">Philadelphia :</subfield><subfield code="b">John Benjamins,</subfield><subfield code="c">©2012.</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (vi, 312 pages) :</subfield><subfield code="b">illustrations</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="1" ind2=" "><subfield code="a">Studies in bilingualism ;</subfield><subfield code="v">v. 46</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Papers presented at the Obermann Center Summer Seminar "Third Language Acquisition: Developing a Research Base", held at the University of Iowa in conjunction with MIT in the summer of 2010.</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references and index.</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Print version record.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Research on the phonological acquisition of a third language (L3) is still in its infancy; therefore, the present contribution is intended to further investigate the area by focusing on the phenomenon of foreign accentedness and the widely disputed sources of cross-linguistic influence in L3 phonology. The study employs the technique of perceptual judgement of a foreign accent in a third language. It aims to determine whether trilingual speakers of typologically unrelated languages (i.e. L1 Polish, L2 French and L3 English) have a tendency toward L1- or L2-accented speech in L3 performance and.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">Third Language Acquisition in Adulthood -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgments -- Introduction. Third language (L3) acquisition in adulthood -- References -- Part 1. Theory -- L3 morphosyntax in the generative tradition -- 1. Generative theory and acquisition: A concise overview of relevant issues -- 2. Why L3 as opposed to adult L2 acquisition? -- 3. The initial state and different proposals for L3/Ln -- 3.1 Absolute L1 transfer -- 3.2 The L2 status factor -- 3.3 The Cumulative-Enhancement Model (CEM) -- 3.4 The Typological Primacy Model -- 4. Beyond the initial state -- 5. Final thoughts and future directions -- References -- L3 phonology -- 1. Introduction -- 2. Existing research -- 2.1 Facilitation of additional language learning -- 2.2 Factors in L3 phonological transfer -- 3. Theoretical issues -- 3.1 Generative L3 morphosyntax models -- 3.2 The L3 initial stages and Optimality Theory -- 4. Methodological issues -- 4.1 Overview -- 4.2 Perception studies -- 4.3 Selection of properties -- 4.4 Proficiency measurement -- 4.5 Subject pools and language groups -- 4.6 Data analysis -- 5. Conclusion -- References -- The L2 status factor and the declarative/procedural distinction -- 1. Introduction -- 2. A short overview of important factors for transfer into L3 -- 3. The L2 status factor: Background -- 4. A model for L3 learning (Falk & Bardel 2010, 2011) -- 5. A neurolinguistic approach to L3 learning -- 6. Implications and future directions -- References -- Rethinking multilingual processing -- 1. Main characteristics of current models of multilingual processing -- 2. Characteristics of complex dynamic systems -- 3. A different perspective on processing models -- 3.1 Language processing is modular -- 3.2 Language processing is incremental, and there is no internalfeedback or feedforward.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">3.3 Isolated elements can be studied without taking into account the largerlinguistic and social context of which they are a part -- 3.4 Individual monologue, rather than interaction, is the default speaking situation -- 3.5 Language processing is seen primarily as operations on invariantand abstract representations -- 3.6 Language processing can be described using a steady state model -- 3.7 Various experimental techniques will provide us with reliableand valid data on the workings of the model -- 3.8 Characteristics of DST-based models of bilingual processing -- 3.9 From group studies to individual case studies of multilinguals -- 4. Multilingualism and DST -- 5. Conclusion -- References -- Multilingual lexical operations -- 1. The general notion of cross-linguistic influence:A historical thumbnail sketch -- 2. Debates concerning cross-lexical connectivity -- 3. Cross-lexical interaction as integrated blur -- 4. Conclusion -- References -- L3/Ln acquisition -- 1. Introduction -- 2. Four theoretical proposals explaining linguistic difficulty -- 2.1 The Interpretability Hypothesis -- 2.2 The Interface Hypothesis -- 2.3 The Feature Reassembly Hypothesis -- 2.4 The Bottleneck Hypothesis -- 3. L3A data meet the L2A hypotheses -- 3.1 Chin (2008) -- 3.2 Foote (2009) -- 3.3 Montrul, Dias & Santos (2011) -- 4. Discussion and conclusions -- References -- Part 2. Empirical studies -- Further evidence in supportof the Cumulative-Enhancement Model -- 1. Introduction -- 2. Background studies and the CEM -- 3. Motivation for our study and research focus -- 4. German and Hungarian: Syntactic background -- 5. Predictions -- 5.1 L2 Study: German L1/English L2 acquisition -- 5.2 L3 Study: Hungarian L1/German L2/English L3 acquisition -- 6. Design, method, and subjects -- 7. Results -- 7.1 L2 Study: German L1/English L2 Group.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">7.2 L3 Study: HungarianL1/GermanL2/EnglishL3 -- 8. Discussion -- References -- Acquisition of L3 German -- 1. Introduction -- 2. L3A research -- 3. Research on grammatical gender -- 4. Research on articles -- 5. Cross-linguistic information -- 5.1 German -- 5.2 English -- 5.3 Spanish -- 5.4 Japanese -- 6. The current study -- 6.1 Research questions (RQs) and predictions -- 6.2 Predictions according to the Cumulative-Enhancement Model (CEM) -- 6.3 Predictions according to the L2 Status Model -- 6.4 Predictions according to the Typological Primacy Model (TPM) -- 6.5 Participants -- 6.6 Methodology -- 7. Results -- 7.1 Task 1: Gender assignment task -- 7.2 Task 2: Definiteness and gender concord -- articles -- 7.3 Task 3: Gender concord -- adjectives -- 8. Discussion -- 8.1 Results summary -- 8.2 Results in relation to the Cumulative-Enhancement Model (CEM) -- 8.3 Results in relation to the L2 status factor -- 8.4 Results in relation to the Typological Primacy Model (TPM) -- 8.5 Further discussion -- 9. Conclusion -- References -- Appendix -- Examining the role of L2 syntacticdevelopment in L3 acquisition -- 1. Introduction -- 2. The present study -- 2.1 Linguistic properties of Tuvan, Russian and English -- 2.2 Research questions and predictions -- 3. Methods -- 3.1 Participants -- 3.2 Materials -- 4. Results -- 4.1 Division of participants -- 4.2 The Michigan Listening Comprehension Test -- 4.3 Comprehension tests in English and Russian -- 5. Discussion -- 5.1 Residual difficulty in Russian -- 5.2 Relative clauses in L3 English -- 5.3 The relationship between the L2 and the L3 -- 6. Conclusion -- References -- Variation in self-perceived proficiencyin two 'local' and two foreign languagesamong Galician students -- 1. Introduction -- 2. Literature review -- 2.1 The context: Galicia -- 2.2 Dependent variable: Self-perceived proficiency.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">2.3 Independent variable 1: Monolingual or bilingual upbringing -- 2.4 Independent variable 2: Monolingual or bilingual schooling -- 2.5 Independent variable 3: Age of Onset of Acquisition (AOA) -- 2.6 Independent variable 4: Total language knowledge -- 2.7 Independent variable 5: Typological distance and affordances -- 2.8 Independent variable 5: Language attitudes -- 2.9 Independent variable 6: Type and intensity of contactwith the foreign language -- 2.10 Independent variables 7 and 8: Gender and age -- 3. Method -- 3.1 Participants -- 3.2 Research design -- 3.3 Dependent variable: Self-perceived proficiency -- 4. Hypotheses -- 5. Results -- 5.1 Hypothesis 1: Monolingual versus bilingual upbringing -- 5.2 Hypothesis 2: Monolingual versus bilingual schooling -- 5.3 Hypothesis 3: The effect of AOA -- 5.4 Hypothesis 4: The effect of knowing more languages -- 5.5 Hypothesis 5: The effect of language attitudes -- 5.6 Hypotheses 6a and 6b: The effect of knowing an extra Romanceor Germanic language -- 5.7 Hypothesis 7: The effect of contact with English and French -- 5.8 Hypothesis 8: The effect of gender and age -- 6. Discussion -- 7. Conclusion -- Acknowledgements -- References -- Advanced learners' word choicesin French L3 -- 1. Introduction -- 2. Background -- 2.1 CLI and vocabulary knowledge in Swedish learners' French L3 -- 2.2 Word choice and word choice transfer studies -- 3. Methodology -- 3.1 Informants -- 3.2 Tasks -- 3.3 Procedure -- 4. Research questions and hypotheses -- 5. Results -- 5.1 Le lanceur de couteaux -- 5.2 Le bac à sable -- 6. Discussion and conclusions -- References -- Appendix: Summaries of the two films -- Foreign accentedness in thirdlanguage acquisition -- 1. Theoretical background -- 1.1 Cross-linguistic influence in L3 phonological acquisition -- 1.2 Overview of research on third language phonological acquisition.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">2. Experiment -- foreign accent ratings -- 2.1 Research design -- 2.2 Participants -- 2.3 Language biographies -- 2.4 Rating consistency -- 3. Results of the experiment -- 3.1 Accent ratings -- 3.2 Identification of speakers' L1 -- 3.3 Raters' variables -- 3.4 Speakers' variables -- 4. Discussion -- 5. 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| genre | Llibres electrònics. thub |
| genre_facet | Llibres electrònics. |
| id | ZDB-4-EBA-ocn826443220 |
| illustrated | Illustrated |
| indexdate | 2024-11-27T13:25:09Z |
| institution | BVB |
| isbn | 9789027241870 9027241872 9781283895385 1283895382 9789027273031 9027273030 |
| language | English |
| oclc_num | 826443220 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (vi, 312 pages) : illustrations |
| psigel | ZDB-4-EBA |
| publishDate | 2012 |
| publishDateSearch | 2012 |
| publishDateSort | 2012 |
| publisher | John Benjamins, |
| record_format | marc |
| series | Studies in bilingualism ; |
| series2 | Studies in bilingualism ; |
| spelling | Third language acquisition in adulthood / edited by Jennifer Cabrelli Amaro, Suzanne Flynn, Jason Rothman. Amsterdam ; Philadelphia : John Benjamins, ©2012. 1 online resource (vi, 312 pages) : illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier Studies in bilingualism ; v. 46 Papers presented at the Obermann Center Summer Seminar "Third Language Acquisition: Developing a Research Base", held at the University of Iowa in conjunction with MIT in the summer of 2010. Includes bibliographical references and index. Print version record. Research on the phonological acquisition of a third language (L3) is still in its infancy; therefore, the present contribution is intended to further investigate the area by focusing on the phenomenon of foreign accentedness and the widely disputed sources of cross-linguistic influence in L3 phonology. The study employs the technique of perceptual judgement of a foreign accent in a third language. It aims to determine whether trilingual speakers of typologically unrelated languages (i.e. L1 Polish, L2 French and L3 English) have a tendency toward L1- or L2-accented speech in L3 performance and. Third Language Acquisition in Adulthood -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgments -- Introduction. Third language (L3) acquisition in adulthood -- References -- Part 1. Theory -- L3 morphosyntax in the generative tradition -- 1. Generative theory and acquisition: A concise overview of relevant issues -- 2. Why L3 as opposed to adult L2 acquisition? -- 3. The initial state and different proposals for L3/Ln -- 3.1 Absolute L1 transfer -- 3.2 The L2 status factor -- 3.3 The Cumulative-Enhancement Model (CEM) -- 3.4 The Typological Primacy Model -- 4. Beyond the initial state -- 5. Final thoughts and future directions -- References -- L3 phonology -- 1. Introduction -- 2. Existing research -- 2.1 Facilitation of additional language learning -- 2.2 Factors in L3 phonological transfer -- 3. Theoretical issues -- 3.1 Generative L3 morphosyntax models -- 3.2 The L3 initial stages and Optimality Theory -- 4. Methodological issues -- 4.1 Overview -- 4.2 Perception studies -- 4.3 Selection of properties -- 4.4 Proficiency measurement -- 4.5 Subject pools and language groups -- 4.6 Data analysis -- 5. Conclusion -- References -- The L2 status factor and the declarative/procedural distinction -- 1. Introduction -- 2. A short overview of important factors for transfer into L3 -- 3. The L2 status factor: Background -- 4. A model for L3 learning (Falk & Bardel 2010, 2011) -- 5. A neurolinguistic approach to L3 learning -- 6. Implications and future directions -- References -- Rethinking multilingual processing -- 1. Main characteristics of current models of multilingual processing -- 2. Characteristics of complex dynamic systems -- 3. A different perspective on processing models -- 3.1 Language processing is modular -- 3.2 Language processing is incremental, and there is no internalfeedback or feedforward. 3.3 Isolated elements can be studied without taking into account the largerlinguistic and social context of which they are a part -- 3.4 Individual monologue, rather than interaction, is the default speaking situation -- 3.5 Language processing is seen primarily as operations on invariantand abstract representations -- 3.6 Language processing can be described using a steady state model -- 3.7 Various experimental techniques will provide us with reliableand valid data on the workings of the model -- 3.8 Characteristics of DST-based models of bilingual processing -- 3.9 From group studies to individual case studies of multilinguals -- 4. Multilingualism and DST -- 5. Conclusion -- References -- Multilingual lexical operations -- 1. The general notion of cross-linguistic influence:A historical thumbnail sketch -- 2. Debates concerning cross-lexical connectivity -- 3. Cross-lexical interaction as integrated blur -- 4. Conclusion -- References -- L3/Ln acquisition -- 1. Introduction -- 2. Four theoretical proposals explaining linguistic difficulty -- 2.1 The Interpretability Hypothesis -- 2.2 The Interface Hypothesis -- 2.3 The Feature Reassembly Hypothesis -- 2.4 The Bottleneck Hypothesis -- 3. L3A data meet the L2A hypotheses -- 3.1 Chin (2008) -- 3.2 Foote (2009) -- 3.3 Montrul, Dias & Santos (2011) -- 4. Discussion and conclusions -- References -- Part 2. Empirical studies -- Further evidence in supportof the Cumulative-Enhancement Model -- 1. Introduction -- 2. Background studies and the CEM -- 3. Motivation for our study and research focus -- 4. German and Hungarian: Syntactic background -- 5. Predictions -- 5.1 L2 Study: German L1/English L2 acquisition -- 5.2 L3 Study: Hungarian L1/German L2/English L3 acquisition -- 6. Design, method, and subjects -- 7. Results -- 7.1 L2 Study: German L1/English L2 Group. 7.2 L3 Study: HungarianL1/GermanL2/EnglishL3 -- 8. Discussion -- References -- Acquisition of L3 German -- 1. Introduction -- 2. L3A research -- 3. Research on grammatical gender -- 4. Research on articles -- 5. Cross-linguistic information -- 5.1 German -- 5.2 English -- 5.3 Spanish -- 5.4 Japanese -- 6. The current study -- 6.1 Research questions (RQs) and predictions -- 6.2 Predictions according to the Cumulative-Enhancement Model (CEM) -- 6.3 Predictions according to the L2 Status Model -- 6.4 Predictions according to the Typological Primacy Model (TPM) -- 6.5 Participants -- 6.6 Methodology -- 7. Results -- 7.1 Task 1: Gender assignment task -- 7.2 Task 2: Definiteness and gender concord -- articles -- 7.3 Task 3: Gender concord -- adjectives -- 8. Discussion -- 8.1 Results summary -- 8.2 Results in relation to the Cumulative-Enhancement Model (CEM) -- 8.3 Results in relation to the L2 status factor -- 8.4 Results in relation to the Typological Primacy Model (TPM) -- 8.5 Further discussion -- 9. Conclusion -- References -- Appendix -- Examining the role of L2 syntacticdevelopment in L3 acquisition -- 1. Introduction -- 2. The present study -- 2.1 Linguistic properties of Tuvan, Russian and English -- 2.2 Research questions and predictions -- 3. Methods -- 3.1 Participants -- 3.2 Materials -- 4. Results -- 4.1 Division of participants -- 4.2 The Michigan Listening Comprehension Test -- 4.3 Comprehension tests in English and Russian -- 5. Discussion -- 5.1 Residual difficulty in Russian -- 5.2 Relative clauses in L3 English -- 5.3 The relationship between the L2 and the L3 -- 6. Conclusion -- References -- Variation in self-perceived proficiencyin two 'local' and two foreign languagesamong Galician students -- 1. Introduction -- 2. Literature review -- 2.1 The context: Galicia -- 2.2 Dependent variable: Self-perceived proficiency. 2.3 Independent variable 1: Monolingual or bilingual upbringing -- 2.4 Independent variable 2: Monolingual or bilingual schooling -- 2.5 Independent variable 3: Age of Onset of Acquisition (AOA) -- 2.6 Independent variable 4: Total language knowledge -- 2.7 Independent variable 5: Typological distance and affordances -- 2.8 Independent variable 5: Language attitudes -- 2.9 Independent variable 6: Type and intensity of contactwith the foreign language -- 2.10 Independent variables 7 and 8: Gender and age -- 3. Method -- 3.1 Participants -- 3.2 Research design -- 3.3 Dependent variable: Self-perceived proficiency -- 4. Hypotheses -- 5. Results -- 5.1 Hypothesis 1: Monolingual versus bilingual upbringing -- 5.2 Hypothesis 2: Monolingual versus bilingual schooling -- 5.3 Hypothesis 3: The effect of AOA -- 5.4 Hypothesis 4: The effect of knowing more languages -- 5.5 Hypothesis 5: The effect of language attitudes -- 5.6 Hypotheses 6a and 6b: The effect of knowing an extra Romanceor Germanic language -- 5.7 Hypothesis 7: The effect of contact with English and French -- 5.8 Hypothesis 8: The effect of gender and age -- 6. Discussion -- 7. Conclusion -- Acknowledgements -- References -- Advanced learners' word choicesin French L3 -- 1. Introduction -- 2. Background -- 2.1 CLI and vocabulary knowledge in Swedish learners' French L3 -- 2.2 Word choice and word choice transfer studies -- 3. Methodology -- 3.1 Informants -- 3.2 Tasks -- 3.3 Procedure -- 4. Research questions and hypotheses -- 5. Results -- 5.1 Le lanceur de couteaux -- 5.2 Le bac à sable -- 6. Discussion and conclusions -- References -- Appendix: Summaries of the two films -- Foreign accentedness in thirdlanguage acquisition -- 1. Theoretical background -- 1.1 Cross-linguistic influence in L3 phonological acquisition -- 1.2 Overview of research on third language phonological acquisition. 2. Experiment -- foreign accent ratings -- 2.1 Research design -- 2.2 Participants -- 2.3 Language biographies -- 2.4 Rating consistency -- 3. Results of the experiment -- 3.1 Accent ratings -- 3.2 Identification of speakers' L1 -- 3.3 Raters' variables -- 3.4 Speakers' variables -- 4. Discussion -- 5. Conclusions -- References -- Index. English. Multilingualism. http://id.loc.gov/authorities/subjects/sh85088352 Adult education. http://id.loc.gov/authorities/subjects/sh85001028 Language acquisition. http://id.loc.gov/authorities/subjects/sh85074511 Language and languages Study and teaching. http://id.loc.gov/authorities/subjects/sh85074536 Language transfer (Language learning) http://id.loc.gov/authorities/subjects/sh85074571 Multilinguisme. Éducation des adultes. Langage Acquisition. Langage et langues Étude et enseignement. Transfert (Apprentissage d'une langue) EDUCATION Bilingual Education. bisacsh Adult education fast Language acquisition fast Language and languages Study and teaching fast Language transfer (Language learning) fast Multilingualism fast Adquisició d'una segona llengua. thub Multilingüisme. thub Accentuació (Lingüística) thub Fonologia. thub Educació d'adults. thub Llibres electrònics. thub Cabrelli Amaro, Jennifer. Flynn, Suzanne. Rothman, Jason. has work: Third language acquisition in adulthood (Text) https://id.oclc.org/worldcat/entity/E39PCGTFDJFC8V7yFWQTtfByr3 https://id.oclc.org/worldcat/ontology/hasWork Print version: Third language acquisition in adulthood. Amsterdam ; Philadelphia : John Benjamins Pub. Co., 2012 9789027241870 (DLC) 2012033116 (OCoLC)808108739 Studies in bilingualism ; v. 46. http://id.loc.gov/authorities/names/n91012641 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=516910 Volltext |
| spellingShingle | Third language acquisition in adulthood / Studies in bilingualism ; Third Language Acquisition in Adulthood -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgments -- Introduction. Third language (L3) acquisition in adulthood -- References -- Part 1. Theory -- L3 morphosyntax in the generative tradition -- 1. Generative theory and acquisition: A concise overview of relevant issues -- 2. Why L3 as opposed to adult L2 acquisition? -- 3. The initial state and different proposals for L3/Ln -- 3.1 Absolute L1 transfer -- 3.2 The L2 status factor -- 3.3 The Cumulative-Enhancement Model (CEM) -- 3.4 The Typological Primacy Model -- 4. Beyond the initial state -- 5. Final thoughts and future directions -- References -- L3 phonology -- 1. Introduction -- 2. Existing research -- 2.1 Facilitation of additional language learning -- 2.2 Factors in L3 phonological transfer -- 3. Theoretical issues -- 3.1 Generative L3 morphosyntax models -- 3.2 The L3 initial stages and Optimality Theory -- 4. Methodological issues -- 4.1 Overview -- 4.2 Perception studies -- 4.3 Selection of properties -- 4.4 Proficiency measurement -- 4.5 Subject pools and language groups -- 4.6 Data analysis -- 5. Conclusion -- References -- The L2 status factor and the declarative/procedural distinction -- 1. Introduction -- 2. A short overview of important factors for transfer into L3 -- 3. The L2 status factor: Background -- 4. A model for L3 learning (Falk & Bardel 2010, 2011) -- 5. A neurolinguistic approach to L3 learning -- 6. Implications and future directions -- References -- Rethinking multilingual processing -- 1. Main characteristics of current models of multilingual processing -- 2. Characteristics of complex dynamic systems -- 3. A different perspective on processing models -- 3.1 Language processing is modular -- 3.2 Language processing is incremental, and there is no internalfeedback or feedforward. 3.3 Isolated elements can be studied without taking into account the largerlinguistic and social context of which they are a part -- 3.4 Individual monologue, rather than interaction, is the default speaking situation -- 3.5 Language processing is seen primarily as operations on invariantand abstract representations -- 3.6 Language processing can be described using a steady state model -- 3.7 Various experimental techniques will provide us with reliableand valid data on the workings of the model -- 3.8 Characteristics of DST-based models of bilingual processing -- 3.9 From group studies to individual case studies of multilinguals -- 4. Multilingualism and DST -- 5. Conclusion -- References -- Multilingual lexical operations -- 1. The general notion of cross-linguistic influence:A historical thumbnail sketch -- 2. Debates concerning cross-lexical connectivity -- 3. Cross-lexical interaction as integrated blur -- 4. Conclusion -- References -- L3/Ln acquisition -- 1. Introduction -- 2. Four theoretical proposals explaining linguistic difficulty -- 2.1 The Interpretability Hypothesis -- 2.2 The Interface Hypothesis -- 2.3 The Feature Reassembly Hypothesis -- 2.4 The Bottleneck Hypothesis -- 3. L3A data meet the L2A hypotheses -- 3.1 Chin (2008) -- 3.2 Foote (2009) -- 3.3 Montrul, Dias & Santos (2011) -- 4. Discussion and conclusions -- References -- Part 2. Empirical studies -- Further evidence in supportof the Cumulative-Enhancement Model -- 1. Introduction -- 2. Background studies and the CEM -- 3. Motivation for our study and research focus -- 4. German and Hungarian: Syntactic background -- 5. Predictions -- 5.1 L2 Study: German L1/English L2 acquisition -- 5.2 L3 Study: Hungarian L1/German L2/English L3 acquisition -- 6. Design, method, and subjects -- 7. Results -- 7.1 L2 Study: German L1/English L2 Group. 7.2 L3 Study: HungarianL1/GermanL2/EnglishL3 -- 8. Discussion -- References -- Acquisition of L3 German -- 1. Introduction -- 2. L3A research -- 3. Research on grammatical gender -- 4. Research on articles -- 5. Cross-linguistic information -- 5.1 German -- 5.2 English -- 5.3 Spanish -- 5.4 Japanese -- 6. The current study -- 6.1 Research questions (RQs) and predictions -- 6.2 Predictions according to the Cumulative-Enhancement Model (CEM) -- 6.3 Predictions according to the L2 Status Model -- 6.4 Predictions according to the Typological Primacy Model (TPM) -- 6.5 Participants -- 6.6 Methodology -- 7. Results -- 7.1 Task 1: Gender assignment task -- 7.2 Task 2: Definiteness and gender concord -- articles -- 7.3 Task 3: Gender concord -- adjectives -- 8. Discussion -- 8.1 Results summary -- 8.2 Results in relation to the Cumulative-Enhancement Model (CEM) -- 8.3 Results in relation to the L2 status factor -- 8.4 Results in relation to the Typological Primacy Model (TPM) -- 8.5 Further discussion -- 9. Conclusion -- References -- Appendix -- Examining the role of L2 syntacticdevelopment in L3 acquisition -- 1. Introduction -- 2. The present study -- 2.1 Linguistic properties of Tuvan, Russian and English -- 2.2 Research questions and predictions -- 3. Methods -- 3.1 Participants -- 3.2 Materials -- 4. Results -- 4.1 Division of participants -- 4.2 The Michigan Listening Comprehension Test -- 4.3 Comprehension tests in English and Russian -- 5. Discussion -- 5.1 Residual difficulty in Russian -- 5.2 Relative clauses in L3 English -- 5.3 The relationship between the L2 and the L3 -- 6. Conclusion -- References -- Variation in self-perceived proficiencyin two 'local' and two foreign languagesamong Galician students -- 1. Introduction -- 2. Literature review -- 2.1 The context: Galicia -- 2.2 Dependent variable: Self-perceived proficiency. 2.3 Independent variable 1: Monolingual or bilingual upbringing -- 2.4 Independent variable 2: Monolingual or bilingual schooling -- 2.5 Independent variable 3: Age of Onset of Acquisition (AOA) -- 2.6 Independent variable 4: Total language knowledge -- 2.7 Independent variable 5: Typological distance and affordances -- 2.8 Independent variable 5: Language attitudes -- 2.9 Independent variable 6: Type and intensity of contactwith the foreign language -- 2.10 Independent variables 7 and 8: Gender and age -- 3. Method -- 3.1 Participants -- 3.2 Research design -- 3.3 Dependent variable: Self-perceived proficiency -- 4. Hypotheses -- 5. Results -- 5.1 Hypothesis 1: Monolingual versus bilingual upbringing -- 5.2 Hypothesis 2: Monolingual versus bilingual schooling -- 5.3 Hypothesis 3: The effect of AOA -- 5.4 Hypothesis 4: The effect of knowing more languages -- 5.5 Hypothesis 5: The effect of language attitudes -- 5.6 Hypotheses 6a and 6b: The effect of knowing an extra Romanceor Germanic language -- 5.7 Hypothesis 7: The effect of contact with English and French -- 5.8 Hypothesis 8: The effect of gender and age -- 6. Discussion -- 7. Conclusion -- Acknowledgements -- References -- Advanced learners' word choicesin French L3 -- 1. Introduction -- 2. Background -- 2.1 CLI and vocabulary knowledge in Swedish learners' French L3 -- 2.2 Word choice and word choice transfer studies -- 3. Methodology -- 3.1 Informants -- 3.2 Tasks -- 3.3 Procedure -- 4. Research questions and hypotheses -- 5. Results -- 5.1 Le lanceur de couteaux -- 5.2 Le bac à sable -- 6. Discussion and conclusions -- References -- Appendix: Summaries of the two films -- Foreign accentedness in thirdlanguage acquisition -- 1. Theoretical background -- 1.1 Cross-linguistic influence in L3 phonological acquisition -- 1.2 Overview of research on third language phonological acquisition. 2. Experiment -- foreign accent ratings -- 2.1 Research design -- 2.2 Participants -- 2.3 Language biographies -- 2.4 Rating consistency -- 3. Results of the experiment -- 3.1 Accent ratings -- 3.2 Identification of speakers' L1 -- 3.3 Raters' variables -- 3.4 Speakers' variables -- 4. Discussion -- 5. Conclusions -- References -- Index. Multilingualism. http://id.loc.gov/authorities/subjects/sh85088352 Adult education. http://id.loc.gov/authorities/subjects/sh85001028 Language acquisition. http://id.loc.gov/authorities/subjects/sh85074511 Language and languages Study and teaching. http://id.loc.gov/authorities/subjects/sh85074536 Language transfer (Language learning) http://id.loc.gov/authorities/subjects/sh85074571 Multilinguisme. Éducation des adultes. Langage Acquisition. Langage et langues Étude et enseignement. Transfert (Apprentissage d'une langue) EDUCATION Bilingual Education. bisacsh Adult education fast Language acquisition fast Language and languages Study and teaching fast Language transfer (Language learning) fast Multilingualism fast Adquisició d'una segona llengua. thub Multilingüisme. thub Accentuació (Lingüística) thub Fonologia. thub Educació d'adults. thub |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85088352 http://id.loc.gov/authorities/subjects/sh85001028 http://id.loc.gov/authorities/subjects/sh85074511 http://id.loc.gov/authorities/subjects/sh85074536 http://id.loc.gov/authorities/subjects/sh85074571 |
| title | Third language acquisition in adulthood / |
| title_auth | Third language acquisition in adulthood / |
| title_exact_search | Third language acquisition in adulthood / |
| title_full | Third language acquisition in adulthood / edited by Jennifer Cabrelli Amaro, Suzanne Flynn, Jason Rothman. |
| title_fullStr | Third language acquisition in adulthood / edited by Jennifer Cabrelli Amaro, Suzanne Flynn, Jason Rothman. |
| title_full_unstemmed | Third language acquisition in adulthood / edited by Jennifer Cabrelli Amaro, Suzanne Flynn, Jason Rothman. |
| title_short | Third language acquisition in adulthood / |
| title_sort | third language acquisition in adulthood |
| topic | Multilingualism. http://id.loc.gov/authorities/subjects/sh85088352 Adult education. http://id.loc.gov/authorities/subjects/sh85001028 Language acquisition. http://id.loc.gov/authorities/subjects/sh85074511 Language and languages Study and teaching. http://id.loc.gov/authorities/subjects/sh85074536 Language transfer (Language learning) http://id.loc.gov/authorities/subjects/sh85074571 Multilinguisme. Éducation des adultes. Langage Acquisition. Langage et langues Étude et enseignement. Transfert (Apprentissage d'une langue) EDUCATION Bilingual Education. bisacsh Adult education fast Language acquisition fast Language and languages Study and teaching fast Language transfer (Language learning) fast Multilingualism fast Adquisició d'una segona llengua. thub Multilingüisme. thub Accentuació (Lingüística) thub Fonologia. thub Educació d'adults. thub |
| topic_facet | Multilingualism. Adult education. Language acquisition. Language and languages Study and teaching. Language transfer (Language learning) Multilinguisme. Éducation des adultes. Langage Acquisition. Langage et langues Étude et enseignement. Transfert (Apprentissage d'une langue) EDUCATION Bilingual Education. Adult education Language acquisition Language and languages Study and teaching Multilingualism Adquisició d'una segona llengua. Multilingüisme. Accentuació (Lingüística) Fonologia. Educació d'adults. Llibres electrònics. |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=516910 |
| work_keys_str_mv | AT cabrelliamarojennifer thirdlanguageacquisitioninadulthood AT flynnsuzanne thirdlanguageacquisitioninadulthood AT rothmanjason thirdlanguageacquisitioninadulthood |