Language transfer in second language acquisition. Some effects of L1 instruction

472 Pages·2016·5.24 MB·English

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llegit la tesi

Language transfer in second language acquisition.
Some effects of L1 instruction (Romanian) on L2/L3
learning (Catalan/Spanish)

Simona Popa

http://hdl.handle.net/10803/380548

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Doctoral Dissertation

Language transfer in second language acquisition.
Some effects of L1 instruction (Romanian) on
L2/L3 learning (Catalan/Spanish)

SIMONA POPA

Supervisor: Dr. Àngel Huguet-Canalís

Doctoral program: Educació, Societat i Qualitat de Vida
Lleida, 2016

Acknowledgements
First of all, the present study would not have been possible without the FI-DGR
scholarship (Reference number 2013 FI_B 00347) granted by AGAUR (Agència de
Gestió d’Ajuts Universitaris i de Recerca), which enabled me to fully dedicate the last
three years (2013-2016) to this research. For it, I am profoundly thankful.
I also wish to express my appreciation to the Department of Education, and especially to
all the students, teachers, and administrative personnel involved in this investigation.
My utmost gratitude goes to my supervisor, prof. Dr. Àngel Huguet-Canalís, for his
mentorship and trust, as well as his encouragement and patience with all the processes I
underwent along these three years.
I am also grateful to the members of the research group ‘Plurilingualism and education’
(Ceci, Clara, Judit, and Jose Luis), with whom I had the pleasure to work during the last
three years. I appreciate their support, encouragement, and help in times of need.
I am also deeply thankful to prof. Dr. Théophile Munyangeyo, for granting me the
opportunity to be part of his academic family at Leeds Beckett University, and also for
the highly cherished support offered during my stay there, both professional and personal.
I would like to extend my thanks to my colleagues and friends, Adelina, Carmen, and
Mireia. Special thanks for your presence and support, so diverse, ranging from the
reading of different versions of the manuscript or valuable statistical, technical, and
formatting counselling, to kind words, warm tea, and homemade food, among many
others.
Likewise, I wish to thank my family for their support and much appreciated constant
presence. To my brother, Marius, for always believing in me and for constantly
encouraging me to pursue goals that I wouldn’t even dare to dream of.
My special gratitude goes to my chosen family, my friends. Especially to Sandra, for
being such a loving friend and a model of strength and perseverance, and to Vicky, for
simply being the most wonderful best friend one can only hope for and I was fortunate
enough to find.
Also, I would like to thank two very special women, Elena and Mandita, for making me
part of their families and for being there for me through it all, as friends, mothers,
confidants.
Abbreviations used throughout the work
BICS basic interpersonal communicative skills
CA contrastive analysis
CAH contrastive analysis hypothesis
CALP cognitive/academic language proficiency
CLI cross-linguistic influence
CSE Compulsory Secondary Education
CUP common underlying proficiency
DO direct object
ESL English as a Second Language
EA error analysis
FL foreign language
FLA first language attrition
IL interlanguage
IO indirect object
L1 first language
L2 second language
L3 third language
LAD language acquisition device
LT language transfer
MT mother tongue
NL native language
NNS non-native speaker
NS native speaker
SLA second language acquisition
SLL second language learning
TL target language
UG universal grammar
Abbreviations and conventions used for interlinear morpheme-by-
morpheme glosses
Standard abbreviations used for glossing the examples
1 first person
2 second person
3 third person
AMB ambiguous
ART article
CL clitic
COND The Present Conditional
DEF definite
DET determiner
F feminine
FUT The Simple Future
IMP The Imperative
IND indefinite
INF infinitive
IPF The Imperfect
ISU The Imperfect Subjunctive
M masculine
N neuter
PAR participle
PCO The Conditional Perfect
PFU The Future Perfect
PL plural
PLS The Past Perfect (Pluperfect) Subjunctive
PLU The Past Perfect (Pluperfect)
PREP preposition
PRF The Present Perfect
PRON pronoun
PRS The Simple Present
PST The Preterite (The Simple Past)
PSU The Present Perfect Subjunctive
SG singular
SUB The Present Simple Subjunctive
Symbols used for glossing the examples
- separates morphs and the corresponding glosses (used in morph-by-morph
segmentation)
. separate multiple glosses of a single morph or word form (used when morph-by-
morph segmentation is not necessary)
. when a single object-language element is rendered by several metalanguage
elements (words or abbreviations), these are separated by periods
≡ equivalent; marks syncretism (3SG≡3PL indicates that the 3rd person singular is
syncretic with the 3rd person plural)
Ø null argument; zero inflectional ending; element omitted
Symbols used in the examples
x [*] unattested or ungrammatical example
0x element omitted
Abstract
In migration contexts, the diversity of languages in contact triggers the processes of
second language (L2) acquisition and language transfer; as well as drawing attention to
the importance of mother tongue (L1) maintenance.
The present study examines the processes of L2 acquisition (Catalan and Spanish), L1
(Romanian) maintenance, and L1 transfer, in the case of 130 immigrant Romanian
students, as well as the effect of attendance at L1 classes and length of residence on the
three languages analysed. Accordingly, three parallel language competence tests were
applied in seven public schools of Compulsory Secondary Education in Catalonia.
Generally, the results indicate that the language transfer from the L1 to the L2s occurs
and a longer length of residence facilitates the learning of Catalan and Spanish, but, at the
same time, hinders the level of competence in L1. Also, attendance at Romanian classes
seems to influence the maintenance of the mother tongue and the acquisition of the
second languages.

Resum
En contextos de migració, la diversitat de llengües en contacte esdevé processos
d’adquisició de segones llengües (L2) i de transferència lingüística; a més de revifar el
debat sobre la importància del manteniment de la llengua materna (L1).
En el següent treball s’exploren els processos d’adquisició de l’L2 (català i castellà), del
manteniment de l’L1 (romanès) i de la transferència lingüística de l’L1, de 130 estudiants
immigrants d’origen romanès; així com l’efecte d’assistir a classes d’L1 i el temps
d’estada, en les tres llengües estudiades. Per a aquest propòsit, s’han aplicat tres proves
paral·leles de competència lingüística en set instituts d’Educació Secundària Obligatòria
de Catalunya. A nivell general, els resultats indiquen que la transferència lingüística de
l’L1 a les L2s sorgeix i que un major temps d’estada afavoreix l’aprenentatge del català i
del castellà però, al mateix temps, va en detriment del nivell del coneixement adquirit en
la seva L1. Així mateix, l’assistència a classes de romanès sembla influir en el
manteniment de la seva llengua materna i en l’aprenentatge de segones llengües.
Resumen
En contextos de migración, la diversidad de lenguas en contacto desencadena procesos de
adquisición de segundas lenguas (L2) y de transferencia lingüística; además de reavivar el
debate sobre la importancia del mantenimiento de la lengua materna (L1).
En el siguiente trabajo se exploran los procesos de adquisición de L2 (catalán y
castellano), del mantenimiento de la L1 (rumano) y de la transferencia lingüística de la
L1, de 130 estudiantes inmigrantes de origen rumano, así como el efecto de asistir a
clases de L1 y el tiempo de estancia, en las tres lenguas estudiadas. Para ello, se han
aplicado tres pruebas paralelas de competencia lingüística en siete institutos de Educación
Secundaria Obligatoria de Cataluña. A nivel general, los resultados indican que se da la
influencia de la L1 en las L2 y que un mayor tiempo de estancia favorece el aprendizaje
del catalán y del castellano, pero, a su vez, va en detrimento del nivel de conocimiento
adquirido en su L1. Asimismo, la asistencia a clases de rumano parece influir en el
mantenimiento de su lengua materna y en el aprendizaje de segundas lenguas.

Rezumat
În contexte de migrație, diversitatea limbilor în contact declanșează procesele de
achiziționare de limbă a doua (L2) și de transfer lingvistic; în plus, se readuce în atenție
importanța menținerii limbii materne (L1).
Prin acest studiu se analizează procesele de achiziționare de L2 (catalană și spaniolă), de
menținere a L1 (română) și de transfer lingvistic din L1, în cazul a 130 de studenți
imigranți români, precum și efectul participării la ore de L1 și timpului de ședere asupra
celor trei limbi studiate. Cu acest scop, trei teste paralele de competențe lingvistice au fost
aplicate în șapte licee din Catalonia. În general, rezultatele indică că transferul lingvistic
din L1 în cele două L2 are loc și că un timp de ședere mai lung favorizează învățarea
catalanei și spaniolei, dar, în același timp, vine în detrimentul nivelului de cunoștințe în
L1. De asemenea, participarea la ore de română pare să influențeze menținerea limbii
materne și achiziționarea limbilor L2.
TABLE OF CONTENTS

INTRODUCTION............................................................................................................ 26
1 MIGRATION AND EDUCATION .................................................................... 30
1.1 INTERNATIONAL MIGRATION AND MULTILINGUAL EDUCATION ...... 30
1.1.1 Migration................................................................................................................ 30
1.1.1.1 Migration at international level ............................................................ 32
1.1.1.2 Migration in the European Union ......................................................... 33
1.1.2 Bilingualism and multilingualism .......................................................................... 35
1.1.2.1 Bilingual and multilingual education ................................................... 40
1.1.2.2 Bilingual/ Multilingual education programs ......................................... 42
1.2 MIGRATION AND MULTILINGUAL EDUCATION IN SPAIN ..................... 51
1.2.1 Current migratory situation in Spain...................................................................... 52
1.2.1.1 The Romanian immigrant group ........................................................... 56
1.2.2 Educational system in Spain .................................................................................. 58
1.2.2.1 Immigration and school in Spain .......................................................... 60
1.2.2.1.1 Romanian language, culture, and civilization (LCCR) course ............. 63
1.3 MIGRATION AND MULTILINGUAL EDUCATION IN CATALONIA .......... 66
1.3.1 Current migratory situation in Catalonia ............................................................... 66
1.3.1.1 The Romanian immigrant group ........................................................... 68
1.3.2 Educational system in Catalonia ............................................................................ 70
1.3.2.1 Immigration and school in Catalonia .................................................... 73
1.3.2.1.1 The Plan for Language and Social Cohesion (LIC Plan) ................. 76
1.3.2.1.2 Romanian language, culture, and civilization (LCCR) course in
Catalonia … ....................................................................................................... 79
1.4 MAINTENANCE AND LOSS OF THE FIRST LANGUAGE IN MIGRANT
CONTEXTS ........................................................................................................ 81
2 SECOND LANGUAGE ACQUISITION .......................................................... 86