Evidence for the Linguistic Proximity Model in the Learning of English Present Perfect Tense by Speakers of L1 Kirundi and L2 French | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| دوره 43، شماره 1، اردیبهشت 2024، صفحه 29-57 اصل مقاله (559.48 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2023.48059.3209 | ||
| نویسندگان | ||
| Juvénal Ntakarutimana؛ Ali Akbar Jabbari* ؛ Ali Mohammad Fazilatfar | ||
| English department, Yazd University, Yazd, Iran | ||
| چکیده | ||
| Studies that have employed the Linguistic Proximity Model to account for crosslinguistic influence in third language learning so far have used child simultaneous bilinguals as participants in their research designs. This study investigated adult sequential Kirundi-French bilinguals to uncover factors driving cross-linguistic influence in learning L3 English present perfect tense using the same Linguistic Proximity Model as a theoretical framework. To achieve that goal, ninety participants including thirty L1 Kirundi, thirty L1 French, and thirty L1 Kirundi-L2 French learners of English were recruited. Those participants were selected using a stratified random sampling technique that took into account their linguistic backgrounds and their scores on the proficiency measure. Data were elicited using a background questionnaire, a quick placement test, a grammaticality judgment task, and a translation task. Descriptive statistics, independent-samples Kruskal-Wallis tests, analysis of variance, and multiple comparisons served in the data analysis. The results showed that simultaneous facilitative and non-facilitative cross-linguistic influence from French and Kirundi were operational at both lower and advanced stages of L3 development, with lower-proficiency learners experiencing negative influence from L1 Kirundi during production. These findings further support the Linguistic Proximity Model as an underlying theory for cross-linguistic influence in third-language learning. They can also serve as a guide in planning pedagogical activities for third language learners at differing stages of the target language development. | ||
| کلیدواژهها | ||
| Crosslinguistic Influence؛ Foreign Language Learning؛ Parsing؛ Temporal Category؛ Linguistic Transfer | ||
| مراجع | ||
|
Bardel, C. and Falk, Y. (2007). The role of the second language in third language acquisition:
The case of Germanic syntax. Second Language Research 23(4), 459–484. https://doi.org/10.1177/0267658307080557.
Bardel, C., & Falk, Y. (2021). L1, L2 and L3: Same or different? Second Language Research, https://doi.org/10.1177/0267658320941033.
Bardel, C., & Sánchez, L. (2017). The L2 status factor hypothesis revisited. L3 Syntactic
Transfer: Models, New Developments and Implications; Angelovska, T., Hahn, A., Eds, 85-101.
Berkes, É., & Flynn, S. (2012). Multilingualism: New perspectives on syntactic development. The handbook of bilingualism and multilingualism, 137-167. https://doi.org/10.1002/9781118332382.ch6.
Briggs, S.R. & Cheek, J.M. (1986). The role of factor analysis in the development and evaluation of personality scales. Journal of Personality, 54, 106–48. https://doi.org/10.1111/j.1467-6494.1986.tb00391.x. Cal, Z., & Sypiańska, J. (2020). The interaction of L2 and L3 levels of proficiency in third
Language acquisition. Poznan Studies in Contemporary Linguistics, 56(4), 577-603. https://doi.org/10.1515/psicl-2020-0019.
Falk, Y., & Bardel, C. (2011). Object pronouns in German L3 syntax: Evidence for the L2 status factor. Second Language Research, 27(1), 59-82. https://doi.org/10.1177/0267658310386.
Flynn, S.; Foley, C. and Vinnitskaya, I. (2004).The cumulative-enhancement model for language acquisition:
Comparing adults’ and children’s patterns of development in first, second and third language acquisition. International Journal of Multilingualism 1(1):3–16. https://doi.org/10.1080/14790710408668175.
Ghezlou, M., Koosha, M., & Lotfi, A. R. (2019). Cross-Linguistic Influence in the L3 Acquisition of English Adjective Properties by Azeri-Persian Bilinguals. International Journal of Instruction, 12(1), 1299-1318. https://doi.org/10.29333/iji.2019.12183a.
Hermas, A. (2014). Multilingual transfer: L1 morphosyntax in L3 English. International Journal of Language Studies, 8(2), 1-24.
Jabbari. A. A. (2014). Collocational differences in Persian and English and their effect on learners’ production. International Journal of Educational Investigations, 1, 172-190.
Jabbari, A. A., & Salimi, H. (2015). L3 acquisition of simple and present progressive tenses by Iranian EFL learners. SAGE open, 5(4), 1-9. https://doi.org/10.1177/2158244015615163.
Jabbari, A. A., Achard-Bayle, G. & Ablali, D. (2018) Acquisition of L3 French wh-question structure by Persian- English bilinguals, Cogent Education, 5:1. https://doi.org/10.1080/2331186X.2018.1524551.
Jensen, I. N., Mitrofanova, N., Anderssen, M., Rodina, Y., Slabakova, R., & Westergaard, M. (2021).
Crosslinguistic influence in L3 acquisition across linguistic modules. International Journal of Multilingualism, 1-18. https://doi.org/10.1080/14790718.2021.1985127.
Kolb, N., Mitrofanova, N., & Westergaard, M. (2022). Crosslinguistic influence in child L3 English: An empirical study on Russian-German heritage bilinguals. International Journal of Bilingualism. https://doi.org/10.1177/1367006921105.
Levshina, Natalia. 2015. How to do Linguistics with R: Data exploration and statistical analysis.Amsterdam/Philadelphia: John Benjamins Publishing Company.
Lloyd-Smith, A., Gyllstad, H., & Kupisch, T. (2017). Transfer into L3 English: Global accent in German-dominant heritage speakers of Turkish. Linguistic Approaches to Bilingualism, 7(2), 131–163. https://doi.org/10.1075/lab.15013.llo
Lohndal T., Rothman, J., Kupisch, T., & Westergaard, M. (2019). Heritage language acquisition: What it reveals and why it is important for formal linguistic theories. Language and Linguistics Compass, 13(12), e12357. https://doi.org/10.1111/lnc3.12357
Moghtadi, L. (2014). The effect of bilingualism on the acquisition of English syntactic structures: evidence from relative clause. PhD dissertation, Isfahan Azad University Mollaie, A., Jabbari, A., & Rezaie, J.M. (2016). The acquisition of French (L3) wh- question by Persian (L1) learners of English (L2) as a foreign language: Optionality theory. International Journal of English Linguistics, 6(7), 36-47. https://doi.org/10.5539/ijel.v6n7p36.
Mykhaylyk, R., Mitrofanova, N., Rodina, Y., & Westergaard, M. (2015). The Linguistic Proximity Model: The case of verb-second revisited. In Proceedings of BUCLD (Vol. 39, pp. 337-349).
Pallant, J. (2011). SPSS survival manual: A step-by-step guide to data analysis using SPSS (4th Ed.). Maidenhead: Open University Press/McGraw-Hill.
Radford, A. (2009). Analysing English sentences: A minimalist approach. Cambridge University Press.
Rothman, J. (2010). On the typological economy of syntactic transfer: Word order and relative clause high/low attachment preference in L3 Brazilian Portuguese. IRAL-International Review of Applied Linguistics in Language Teaching, 48(2-3), 245-273. https://doi.org/10.1515/iral.2010.011.
Rothman, J. (2011). L3 syntactic transfer selectivity and typological determinacy: The typological primacy model. Second language research, 27(1), 107-127. https://doi.org/10.1177/0267658310386439.
Rothman, J. (2015). Linguistic and cognitive motivations for the Typological Primacy Model (TPM) of third language (L3) transfer: Timing of acquisition and proficiency considered. Bilingualism: language and cognition, 18(2), 179-190. https://doi.org/10.1017/S136672891300059X.
Schmid, M. S. (2011). Language attrition. Cambridge University Press.
Sharifi, M. M., & Lotfi, A. (2019). Relationship between Iranian EFL High School Students’ Knowledge of Universal Grammar and their Performance on Standardized General English Proficiency Tests. International Journal of Foreign Language Teaching and Research, 7(28), 57-73.
Sikogukira, M. (1993). Influence of Languages Other than the L1 on a Foreign Language: A Case of Transfer from L2 to L3. Edinburgh working papers in Applied Linguistics, 4, 110-132.
Westergaard, M., Mitrofanova, N., Mykhaylyk, R., & Rodina, Y. (2017). Cross-linguistic influence in the acquisition of a third language: The Linguistic Proximity Model. International Journal of Bilingualism 21(6), 666–682. https://doi.org/10.1177/1367006916648859.
Westergaard, M. (2021). Microvariation in multilingual situations: The importance of property-by-property acquisition. Second Language Research, 37(3), 379-407. https://doi.org/10.1177/0267658319884116.
Westergaard, M., Mitrofanova, N., Rodina, Y., & Slabakova, R. (2022). Full Transfer Potential in L3/Ln acquisition: Crosslinguistic influence as a property-by-property process. The Cambridge handbook of third language acquisition and processing. | ||
|
آمار تعداد مشاهده مقاله: 322 تعداد دریافت فایل اصل مقاله: 198 |
||