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Chapter 7. Transfer effects in the acquisition of double object constructions in English as an L3

  • Ainara Imaz Agirre and María del Pilar García Mayo
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L3 Syntactic Transfer
This chapter is in the book L3 Syntactic Transfer

Abstract

The present study examines the role of transfer in the processing of double object constructions (DOC) in English as a third language (L3). A group of Basque/Spanish bilinguals and a group of Spanish speakers divided into three proficiency levels completed a self-paced reading task. Findings did not fully confirm the predictions of the L3 transfer models. Evidence from accuracy and reaction time data indicated a non-facilitative role of transfer since participants did not reach native-like accuracy rates across proficiency levels. Moreover, transfer does not seem to occur solely from Spanish, as predicted by the Typological Primacy Model. Proficiency level seems to be relevant when determining transfer in dative alternation.

Abstract

The present study examines the role of transfer in the processing of double object constructions (DOC) in English as a third language (L3). A group of Basque/Spanish bilinguals and a group of Spanish speakers divided into three proficiency levels completed a self-paced reading task. Findings did not fully confirm the predictions of the L3 transfer models. Evidence from accuracy and reaction time data indicated a non-facilitative role of transfer since participants did not reach native-like accuracy rates across proficiency levels. Moreover, transfer does not seem to occur solely from Spanish, as predicted by the Typological Primacy Model. Proficiency level seems to be relevant when determining transfer in dative alternation.

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.5.08agi

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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