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Chapter 4. The L2 status factor hypothesis revisited

The role of metalinguistic knowledge, working memory, attention and noticing in third language learning
  • Camilla Bardel and Laura Sanchez
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L3 Syntactic Transfer
This chapter is in the book L3 Syntactic Transfer

Abstract

This chapter provides a nuanced view of the L2 status factor model, emphasizing explicit metalinguistic knowledge as the key factor governing transfer, together with individual differences in working memory and the operations associated with it. We argue that individual differences regarding the degree of explicit metalinguistic knowledge attained either in the L1 or in the L2 and differences when it comes to working memory, attention and noticing should be taken in consideration when accounting for transfer from previously acquired or learned languages in L3 learning.

Abstract

This chapter provides a nuanced view of the L2 status factor model, emphasizing explicit metalinguistic knowledge as the key factor governing transfer, together with individual differences in working memory and the operations associated with it. We argue that individual differences regarding the degree of explicit metalinguistic knowledge attained either in the L1 or in the L2 and differences when it comes to working memory, attention and noticing should be taken in consideration when accounting for transfer from previously acquired or learned languages in L3 learning.

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.5.05bar

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
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