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Raporten beskriver ett projekt där kurserna i självständigt arbete utvecklats med syfte att i högre grad stödja studenternas skrivande för att bereda dem ökade möjligheter at klara kurserna och uppnå en högre nivå i sitt arbete på... more
Raporten beskriver ett projekt där kurserna i självständigt arbete utvecklats med syfte att i högre grad stödja studenternas skrivande för att bereda dem ökade möjligheter at klara kurserna och uppnå en högre nivå i sitt arbete på avancerad nivå. <br>
Research Interests: Psychology and German
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Several studies on L3 lexicon, and recently also some on L3 syntax, have convincingly shown a qualitative difference between the acquisition of a true L2 and the subsequent acquisition of an L3. Some studies even indicate that L2 takes on... more
Several studies on L3 lexicon, and recently also some on L3 syntax, have convincingly shown a qualitative difference between the acquisition of a true L2 and the subsequent acquisition of an L3. Some studies even indicate that L2 takes on a stronger role than L1 in the initial state of L3 syntax (e.g. Bardel and Falk, 2007; Rothman and Cabrelli Amaro, 2010). In this article we further investigate syntactic transfer from L1/L2 to L3 in learners at an intermediate level of proficiency in the target language. Data have been obtained from 44 learners of German as L3, testing the placement of object pronouns in both main and subordinate clauses in a grammaticality judgement/correction task (GJCT). The learners constitute two groups (both n = 22): One group has English as L1 and French as L2 and the other group has French as L1 and English as L2. This particular combination of background languages allows us to pinpoint the source of transfer, since object placement is pre-verbal in French and post-verbal in English, this being applied in both main and subordinate clauses. In target language (TL) German, however, the object placement varies between pre-verbal in the sub clause and post-verbal in the main clause. The two groups behave differently as to both acceptance and rejection of the test items (60 grammatical and ungrammatical main and sub clauses with object pronouns). This difference is significant and can be ascribed to their L2s, respectively. Our results thus show that the L2 transfers into the L3 even at an intermediate level, and on the basis of this we claim a strong role for the L2 status factor.
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<jats:title>Abstract</jats:title> <jats:p>The keynote from <jats:xref>Schwartz and Sprouse (2020)</jats:xref> starts with an overview of various models of L3 acquisition, with focus on syntax. The authors... more
<jats:title>Abstract</jats:title> <jats:p>The keynote from <jats:xref>Schwartz and Sprouse (2020)</jats:xref> starts with an overview of various models of L3 acquisition, with focus on syntax. The authors come to the conclusion that the Typological Proximity Model (TPM) is the model which can explain L3 acquisition development. In this commentary we sort out some misunderstandings concerning the L2 status factor, as presented in the keynote and we also discuss the predictions that the TPM can make in a critical manner.</jats:p>
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This paper explores the role of the L1 and the L2 in L3 oral production, both as regards lexicon and syntax. Previous research has shown that both L1 and L2 are used in L3 oral production, and different explanatory factors have been put... more
This paper explores the role of the L1 and the L2 in L3 oral production, both as regards lexicon and syntax. Previous research has shown that both L1 and L2 are used in L3 oral production, and different explanatory factors have been put forward, e.g. (psycho)typology and L2 status. However, these factors do not explain why function words tend to come from L2 while content words seem to be transferred from both L1 and L2 to a larger extent. In order to explain transfer patterns in L3, we use the declarative/procedural model (Paradis 2009), and hypothesize that syntactic transfer will come from L2; transfer of function words from L2; and transfer of content words from both L1 and L2. We analyze lexical and syntactic transfer in eleven native German speakers’ retellings of an episode from a mute video film. The results largely seem to support Paradis’ model.
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In this case study we investigate the role of the proficiency level in an earlier formally learned L2 for the transfer source in L3 learning at the lexical level, by comparing two pairs of learners with different proficiency levels in... more
In this case study we investigate the role of the proficiency level in an earlier formally learned L2 for the transfer source in L3 learning at the lexical level, by comparing two pairs of learners with different proficiency levels in their L2s English, French, Spanish and Italian. The data were gathered with a mirror design: L1 German/L3 Swedish and L1 Swedish/L3 German. The learners were absolute beginners of the L3. Both pairs were recorded over 6 months during conversation with a bilingual German/Swedish interlocutor. The recordings were conducted on a monthly basis. The proficiency levels of all L2s were tested in written tests, based on the CEFR scale. The results show that the proficiency level in the L2s has an impact on the transfer source. The L2s at C1+ level were not transferred, but L2s with lower proficiency levels were. These results confirm what is predicted by the L2 status factor (Bardel & Falk, 2012), namely that a high-proficiency L2 can lose its status as an L2,...
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<jats:title>Abstract</jats:title> <jats:p>The keynote from <jats:xref>Schwartz and Sprouse (2020)</jats:xref> starts with an overview of various models of L3 acquisition, with focus on syntax. The authors... more
<jats:title>Abstract</jats:title> <jats:p>The keynote from <jats:xref>Schwartz and Sprouse (2020)</jats:xref> starts with an overview of various models of L3 acquisition, with focus on syntax. The authors come to the conclusion that the Typological Proximity Model (TPM) is the model which can explain L3 acquisition development. In this commentary we sort out some misunderstandings concerning the L2 status factor, as presented in the keynote and we also discuss the predictions that the TPM can make in a critical manner.</jats:p>
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Recension av Extra, G. & Gorter, D. (eds), The other languages of Europe : demographic, sociolinguistic and educational perspectives
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This text comments on the Keynote article ‘Microvariation in multilingual situations: The importance of property-by-property acquisition’ by Marit Westergaard, who argues for Full Transfer Potential within the Linguistic Proximity Model... more
This text comments on the Keynote article ‘Microvariation in multilingual situations: The importance of property-by-property acquisition’ by Marit Westergaard, who argues for Full Transfer Potential within the Linguistic Proximity Model in third language (L3) acquisition. The commentary points at some theoretical and methodological issues related to the Linguistic Proximity Model, e.g. the age factor in language learning, the role of metalinguistic knowledge and proficiency in L3 learning, and the lack of predictive power of the model.
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Research Interests: Psychology, Cognitive Psychology, Computer Science, Typology, Cognition, and 13 moreLinguistics, Outcome, Transfer, Awareness, Declarative Memory, Procedural memory, Phenomenon, Age of Onset, Psychotypology, Third Language Learning, General language studies and linguistics , Similarity Geometry, and Learning Situation
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In this study of the placement of sentence negation in third language acquisition (L3), we argue that there is a qualitative difference between the acquisition of a true second language (L2) and the subsequent acquisition of an L3.... more
In this study of the placement of sentence negation in third language acquisition (L3), we argue that there is a qualitative difference between the acquisition of a true second language (L2) and the subsequent acquisition of an L3. Although there is considerable evidence for L2 influence on vocabulary acquisition in L3, not all researchers believe that such influence generalizes to morphosyntactic aspects of the grammar. For example, Håkansson et al. (2002) introduce the Developmentally Moderated Transfer Hypothesis (DMTH), which incorporates transfer in Processability Theory (PT). They argue against syntactic transfer from L2 to L3. The present study presents counter-evidence to this hypothesis from two groups of learners with different L1s and L2s acquiring Swedish or Dutch as L3. The evidence clearly indicates that syntactic structures are more easily transferred from L2 than from L1 in the initial state of L3 acquisition. The two groups behave significantly differently as to the...
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Several studies on L3 lexicon, and recently also some on L3 syntax, have convincingly shown a qualitative difference between the acquisition of a true L2 and the subsequent acquisition of an L3. Some studies even indicate that L2 takes on... more
Several studies on L3 lexicon, and recently also some on L3 syntax, have convincingly shown a qualitative difference between the acquisition of a true L2 and the subsequent acquisition of an L3. Some studies even indicate that L2 takes on a stronger role than L1 in the initial state of L3 syntax (e.g. Bardel and Falk, 2007; Rothman and Cabrelli Amaro, 2010). In this article we further investigate syntactic transfer from L1/L2 to L3 in learners at an intermediate level of proficiency in the target language. Data have been obtained from 44 learners of German as L3, testing the placement of object pronouns in both main and subordinate clauses in a grammaticality judgement/correction task (GJCT). The learners constitute two groups (both n = 22): One group has English as L1 and French as L2 and the other group has French as L1 and English as L2. This particular combination of background languages allows us to pinpoint the source of transfer, since object placement is pre-verbal in French...
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In this study we explore the role of explicit metalinguistic knowledge (MLK) of first language (L1) in the learning of a third language (L3). We compare the oral production of 40 participants with varying degrees of explicit MLK of the... more
In this study we explore the role of explicit metalinguistic knowledge (MLK) of first language (L1) in the learning of a third language (L3). We compare the oral production of 40 participants with varying degrees of explicit MLK of the L1, who are exposed to a completely new L3. In accordance with the second language (L2) status factor, which is further motivated by the distinction between implicit competence and explicit knowledge (Bardel & Falk, 2012; Paradis, 2009), we hypothesize that the participants with low explicit MLK in their L1 will transfer from their L2, and that the participants with high explicit MLK in the L1 will transfer from their L1. The structure of interest is adjective placement, which is the same in the L1 and the L3 (but not in the participants’ L2s). The results show that the degree of explicit MLK in the L1 plays a decisive role at the initial state of L3 learning.
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This paper explores the role of the L1 and the L2 in L3 oral production, both as regards lexicon and syntax. Previous research has shown that both L1 and L2 are used in L3 oral production, and different explanatory factors have been put... more
This paper explores the role of the L1 and the L2 in L3 oral production, both as regards lexicon and syntax. Previous research has shown that both L1 and L2 are used in L3 oral production, and different explanatory factors have been put forward, e.g. (psycho)typology and L2 status. However, these factors do not explain why function words tend to come from L2 while content words seem to be transferred from both L1 and L2 to a larger extent. In order to explain transfer patterns in L3, we use the declarative/procedural model (Paradis 2009), and hypothesize that syntactic transfer will come from L2; transfer of function words from L2; and transfer of content words from both L1 and L2. We analyze lexical and syntactic transfer in eleven native German speakers’ retellings of an episode from a mute video film. The results largely seem to support Paradis’ model.