Cross-linguistic Influences in Multilingual Language Acquisition

208 Pages·2012·2.261 MB·

by  Éva Berkes, Suzanne Flynn (auth.), Danuta Gabrys-Barker (eds.)

Second Language Learning and Teaching
Series Editor
Mirosław Pawlak
For furthervolumes:
http://www.springer.com/series/10129
About the Series
The series brings together volumes dealing with different aspects of learning and
teaching second and foreign languages. The titles included are both monographs
and edited collections focusing on a variety of topics ranging from the processes
underlying second language acquisition, through various aspects of language
learningininstructedandnon-instructedsettings,todifferentfacetsoftheteaching
process, including syllabus choice, materials design, classroom practices and
evaluation. The publications reflect state-of-the-art developments in those areas,
they adopt a wide range of thoeretical perspectives and follow diverse research
paradigms. The intended audience are all those who are interested in naturalistic
andclassroomsecondlanguageacquisition,includingresearchers,methodologists,
curriculum and materials designers, teachers and undergraduate and graduate
students undertaking empirical investigations of how second languages are learnt
and taught.
Danuta Gabrys´-Barker
Editor
Cross-linguistic Influences
in Multilingual Language
Acquisition
123
Editor
Danuta Gabrys´-Barker
Instituteof English
Universityof Silesia
ul. Gen. Grota-Roweckiego 5
41-205 Sosnowiec
Poland
ISSN 2193-7648 ISSN 2193-7656 (electronic)
ISBN 978-3-642-29556-0 ISBN 978-3-642-29557-7 (eBook)
DOI 10.1007/978-3-642-29557-7
SpringerHeidelbergNewYorkDordrechtLondon
LibraryofCongressControlNumber:2012938006
(cid:2)Springer-VerlagBerlinHeidelberg2012
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Preface
The globalized world has created a situation in which multilingual language
competenceisbecomingthenorm.Thus,theneedforthedevelopmentofresearch
in the area of multilingualism, with study of its pragmatic and educational
implications,isentirelyunderstandable.Indeed,itispresentlygoingonintheform
of more and more studies being carried out and research networks formed.
This collection seeks to comment on and add to existing research on multi-
linguality.Thechaptersinthisvolumediscussthephenomenonofcross-linguistic
influencesinthespecificcontextofmultilinguallanguageacquisitionandlearning.
It consists of articles on various issues relating to the syntactic and lexical
developmentofforeignlanguagelearnersfromdifferentL1backgrounds,inmany
cases involving languages which are typologically distant from English, such as
Russian, Croatian, Greek, and Portuguese. Individual chapters highlight the dif-
ferent areas expected to be especially transfer-prone at the level of grammatical
and lexical transfer in particular contexts of language contact, such as family,
school, and sports team.
The majority of chapters report on cross-linguistic influences at the level of
syntax. Éva Berkes and Susanne Flynn (Chap. 1) provide evidence for the
Cumulative Enhancement Model for Language Acquisition, which suggests that
anyadditionallanguageacquiredaddstoeaseofacquisition.Thisisassumedtobe
due to the fact that ‘‘syntactic knowledge accumulated through language learning
experience in the course of L1…Ln rearranges the UG guided language devel-
opment in a new and economical way’’. Tanja Angelovska and Angela Huhn
(Chap. 2) comment on the relations between L2 and L3 of their learners and
discussthephenomenonofnegativetransferatthelevelofsyntaxandlexisinthe
subjects’ written productions. The main variables taken into consideration are the
L1 background of the learners, L2 status, and proficiency levels in L3.
Sviatlana Karpava, Kleanthes K. Grohmann, and Konstantinos Fokianos
(Chap. 3) focus on the acquisition of aspectual marking in embedded clauses in
learn-ingModern Greek by Russian and Georgian subjects. Theauthors point out
the differences between acquisition processes in the case of early versus late
acquirers (children versus adults).
v
vi Preface
MarijanaKresic´ andTanjaGulan(Chap.4)presenttheresultsoftheirstudyof
interlingual identifications of modal particles and equivalent modal elements in
Croatian, English, and German made by multilingual learners. Interlingual iden-
tifications are seen as facilitating the process of multilingual language learning;
thus they can be treated as an effective learning strategy. The main interest of
Terence Odlin (Chap. 5) lies in the acquisition of English in Finland by native
speakers of Finnish and Swedish. He compares both groups and demonstrates
inter-group tendencies but also points out individual variations observed in the
acquisitionprocesses.Oneofthefactorsdiscussedistheinfluenceofthestudyof
an L2 on L3 achievement, which may be either facilitative or impeding. By her
longitudinal analysis of Catalan, Spanish, and English request modifiers in early
thirdlanguagelearning,MariaPilarSafont-Jordá(Chap.6)addstothestilllimited
body of research reporting on the effects of successive acquisition of multiple
languagesinearlychildhood.Thefocusofthestudyisonpragmaticdevelopment
in early language learning. The author compares pre-literate monolingual and
multilingual request mitigation. Audrey Restorick Elordi (Chap. 7) discusses
morphosyntactic transfer and its relation to the pragmatics of language use. This
interface isdemonstratedonthebasisofthesubjunctiveinFrenchandSpanishin
contexts where mood can alternate without resulting in ungrammaticality. The
resultsobtaineddemonstratethesuperiorityofmultilinguallearnersoverbilingual
ones ‘‘due to their increased exposure to the subjunctive in more than one non
nativetongue’’.Inherstudy,TeresaWłosowicz(Chap.8)reportsonthreestudies
thatshowexamplesofcross-linguisticinteraction(CLIN)inmultilingualreception
in the production of L3 in different language constellations (Polish, English,
French,GermanandPortuguese). Thestudygivesevidencenotonly oferroneous
forms as a result of transfer but also shows that CLIN may bring about under-
production of certain structures (or avoidance) while at the same time being
correct.
The next chapter starts the second part ofthe volume, in which the focus is on
cross-linguistic influences at thelexicallevel. Maria Tymczyn´ska (Chap. 9)looks
at the lexical level of multilingual language production, and more precisely, at
trilingual lexical processing in online translation tasks. The main factor under
investigation is the conference interpreting experience of the subjects. The study
demonstrates that conference interpreting experience facilitates the accuracy and
strategicprocessingofinformation,butdoesnotalwaysresultinahigherspeedof
lexical retrieval in online translation. In their chapter, Maria da Graça Pinto and
André Carvalhosa (Chap. 10) discuss L3 (Portuguese) acquisition in the formal
context of language instruction, where dictation is used as atraditional classroom
taskbutwhichcanalsoserveasthebasisforanalysisoftransfererrorsinwriting.
The study shows the role of language typology, in this case the influence of
Spanish on Portuguese acquisition by Serbian students. The closing chapter by
Håkan Ringbom (Chap. 11) moves away from the typical learning/acquisition
contexts of school and family to investigate language interactions in a multi-
national/multi-ethnic football team (IFK Mariehamn). Analyzing questionnaire
Preface vii
data, Ringbom discusses variables involved in cross-language communication in
the team and factors which either facilitate or inhibit this communication.
Asthe Editor ofthisvolume Ihopethat thestudiespresentedhere willhelpto
widen and enrich (with other contexts, language constellations, etc) ongoing
research projects investigating what is variously categorized by scholars as cross-
linguistic influences, language transfer, cross-linguistic interactions, or consulta-
tions.Thepresentvolumeoffersavarietyofcontextsintermsofsubjects,places,
and research focus, many of which still remain under-investigated.
Danuta Gabrys´-Barker
Contents
Enhanced L3…Ln Acquisition and its Implications
for Language Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Éva Berkes and Suzanne Flynn
Written L3 (English): Transfer Phenomena of L2 (German) Lexical
and Syntactic Properties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Tanja Angelovska and Angela Hahn
Aspect in the L2 and L3 Acquisition of Greek . . . . . . . . . . . . . . . . . . 41
Sviatlana Karpava, Kleanthes K. Grohmann and Konstantinos Fokianos
Interlingual Identifications and Assessment of Similarities Between
L1, L2, and L3: Croatian Learners’ use of Modal Particles
and Equivalent Modal Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Marijana Kresic´ and Tanja Gulan
Reconciling Group Tendencies and Individual Variation
in the Acquisition of L2 and L3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Terence Odlin
A Longitudinal Analysis of Catalan, Spanish and English Request
Modifiers in Early Third Language Learning. . . . . . . . . . . . . . . . . . . 99
Maria-Pilar Safont-Jordà
L3 Acquisition of the Spanish Subjunctive: Contexts Where Mood
Can Alternate Without Ungrammaticality . . . . . . . . . . . . . . . . . . . . . 115
Audrey Restorick Elordi
ix
x Contents
Cross-Linguistic Interaction at the Grammatical Level
in L3 Reception and Production . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Teresa Maria Włosowicz
Trilingual Lexical Processing in Online Translation Recognition.
The Influence of Conference Interpreting Experience. . . . . . . . . . . . . 151
Maria Tymczyn´ska
Cross-Linguistic Influence in Third Language Acquisition.
The Case of Portuguese as a Third Language in Serbian Students . . . 169
Maria da Graça Pinto and André Carvalhosa
Multilingualism in a Football Team: The Case of IFK Mariehamn. . . 185
Håkan Ringbom