جستجوی مقالات مرتبط با کلیدواژه "third language acquisition" در نشریات گروه "علوم انسانی"

This study employed the Linguistic Proximity Model (LPM) to investigate the effect of cross-linguistic influence (CLI), target language proficiency as well as their interaction in the acquisition of L3 English past perfect, present progressive, and present perfect tenses by L1 Kirundi-L2 French bilinguals. In that perspective, 90 learners including 30 L1 Kirundi-L2 English bilinguals, 30 L1 French-L2 English bilinguals, and 30 L1 Kirundi-L2 French-L3 English trilinguals completed an Oxford Quick Placement Test, a Background Information Questionnaire, and a Grammaticality Judgment Task. Data were analyzed using descriptive statistics, multivariate analysis of variance, post hoc comparisons, and independent sample tests. Results revealed that neither Kirundi nor French exerted an exclusive influence in the L3 past perfect and present progressive tenses. However, concerning the L3 present perfect, the results indicated a significantly facilitative effect from L2 French.  The results showed also a significant effect of target language proficiency: while lower-proficiency learners experienced a relatively negative influence from previous languages, higher-proficiency learners utilized their complex multicompetence to overcome difficulties linked to structural differences. Besides structural similarity reported in the already existing L3A studies, the findings herein point to L3 learners’ complex multicompetence as a new factor capable of driving CLI in the LPM framework.

This study aims at comparing the effects of order of acquisition (L1 vs. L2) and language of contact instruction on third language acquisition (L3), exploring whether the context of acquisition affects learners’ knowledge of the L3. To this end, four groups of L3 English learners were selected: The first and the second groups had Persian as their first language (L1) and Arabic as their second language (L2). The participants of the first group were students of Persian Language and Literature, while the participants of the second group were students of Arabic Language and Literature. The third and fourth groups had Arabic as their first language and Persian as their second language. The participants of the third group were students of Persian Language and Literature, while the participants of the fourth group were students of Arabic Language and Literature. The knowledge of English plural marking was elicited via a grammaticality judgment correction task and a picture description task, aimed at examining how these groups learn number agreement between the noun and its adjective modifier in English as their L3. Results revealed that Persian and Arabic A groups (those with Persian as their language of instruction) outperformed the other groups in both tasks, suggesting that they transferred plural marking facilitatively from Persian.

In surveys of third language acquisition (TLA) research، mixed results demonstrate that there is no consensus among researchers regarding the advantages and/or disadvantages of bilinguality on TLA. The main concern of the present study was، thus، to probe the probable differences between Persian monolingual and Azeri-Persian bilingual learners of English regarding their syntactic knowledge. It was an attempt to investigate whether they differ significantly in learning relative clauses. To carry out this study، a total of 200 female high school students studying at second grade were randomly selected from two educational districts of Tabriz and Shiraz in Iran. The participants were homogeneous in terms of English proficiency، sex، and age. They attended public high schools; they were taught the same materials and had the same number of hours of instruction. A general proficiency test، a language history questionnaire، and two syntactic structure tasks were administered to both groups. Statistical analyses including t-tests and descriptive statistics revealed that monolinguals and bilinguals differ in the comprehension and production of English L3 relative clauses.