Home Linguistics & Semiotics Chapter 3. Testing the current models of third language acquisition
Chapter
Licensed
Unlicensed Requires Authentication

Chapter 3. Testing the current models of third language acquisition

  • Roumyana Slabakova and María del Pilar García Mayo
View more publications by John Benjamins Publishing Company
Search
L3 Syntactic Transfer
This chapter is in the book L3 Syntactic Transfer

Abstract

In this chapter, we argue that another factor should be brought into the general picture of third and additional language acquisition: the comprehensible linguistic input. Predictions of current models have been predominantly based on the cognitive-psychological prominence of the three languages (native or not, adult-onset or not, naturalistic or instructed, proficient or not) as well as on the structural linguistic properties to be acquired, which may overlap or contrast. We argue that even keeping these two factors constant, discrepancies in learning outcomes still arise, which have to be explained by the linguistic experience of the learners. We support our arguments with results from two recently published studies, which document diverging developmental paths for two properties that should have been acquired in a similar manner.

Abstract

In this chapter, we argue that another factor should be brought into the general picture of third and additional language acquisition: the comprehensible linguistic input. Predictions of current models have been predominantly based on the cognitive-psychological prominence of the three languages (native or not, adult-onset or not, naturalistic or instructed, proficient or not) as well as on the structural linguistic properties to be acquired, which may overlap or contrast. We argue that even keeping these two factors constant, discrepancies in learning outcomes still arise, which have to be explained by the linguistic experience of the learners. We support our arguments with results from two recently published studies, which document diverging developmental paths for two properties that should have been acquired in a similar manner.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments ix
  4. L3 syntactic transfer – an integrative approach 1
  5. Part I. Refining the existing models on L3 syntactic transfer
  6. Chapter 1. Language control in the context of L3 acquisition 13
  7. Chapter 2. Toward a new understanding of syntactic CLI 35
  8. Chapter 3. Testing the current models of third language acquisition 63
  9. Chapter 4. The L2 status factor hypothesis revisited 85
  10. Chapter 5. Transfer or no transfer; that is the question 103
  11. Part II. New empirical studies on L3 syntactic transfer
  12. Chapter 6. On pronouns that drop (out of German) 127
  13. Chapter 7. Transfer effects in the acquisition of double object constructions in English as an L3 143
  14. Chapter 8. L3 morphosyntactic effects on L1 vs. L2 systems 173
  15. Chapter 9. (When) do L3 English learners transfer from L2 German? 195
  16. Chapter 10. Transfer from an L2 in third language learning 223
  17. Part III. Implications for instructed L3 acquisition
  18. Chapter 11. Input Processing and Processing Instruction 253
  19. Chapter 12. From theory to practice in multilingualism 277
  20. Chapter 13. Input-Practice-Output 299
  21. About the contributors 321
  22. Index 325
https://doi.org/10.1075/bpa.5.04sla

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments ix
  4. L3 syntactic transfer – an integrative approach 1
  5. Part I. Refining the existing models on L3 syntactic transfer
  6. Chapter 1. Language control in the context of L3 acquisition 13
  7. Chapter 2. Toward a new understanding of syntactic CLI 35
  8. Chapter 3. Testing the current models of third language acquisition 63
  9. Chapter 4. The L2 status factor hypothesis revisited 85
  10. Chapter 5. Transfer or no transfer; that is the question 103
  11. Part II. New empirical studies on L3 syntactic transfer
  12. Chapter 6. On pronouns that drop (out of German) 127
  13. Chapter 7. Transfer effects in the acquisition of double object constructions in English as an L3 143
  14. Chapter 8. L3 morphosyntactic effects on L1 vs. L2 systems 173
  15. Chapter 9. (When) do L3 English learners transfer from L2 German? 195
  16. Chapter 10. Transfer from an L2 in third language learning 223
  17. Part III. Implications for instructed L3 acquisition
  18. Chapter 11. Input Processing and Processing Instruction 253
  19. Chapter 12. From theory to practice in multilingualism 277
  20. Chapter 13. Input-Practice-Output 299
  21. About the contributors 321
  22. Index 325
Sign up now to receive a 20% welcome discount
Institutional Access
How does access work?
Have an idea on how to improve our website?
Please write us.
© 2025 De Gruyter Brill
Downloaded on 17.9.2025 from https://www.degruyterbrill.com/document/doi/10.1075/bpa.5.04sla/html
Scroll to top button