Chapter 1. The Effect of Linguistic Distance, L2 Status and Age on Cross-linguistic Influence in Third Language Acquisition

  title={Chapter 1. The Effect of Linguistic Distance, L2 Status and Age on Cross-linguistic Influence in Third Language Acquisition},
  author={Jasone Cenoz},
  • J. Cenoz
  • Published 31 December 2001
  • Linguistics
Competing Activation of L1 and L2 in L3 Production—Evidence from a Case Study of Mongolian Native College Students from the Perspective of Think-aloud Approach
This article presents six case studies of L3 production performed by trilinguals in China, aiming to explore the activation status of L1 and L2 during L3 production. Six Mongolian native college
Learning Difficulties in German as a Third Language Experienced by Turkish Undergraduate Students
The current study aims to investigate learning difficulties in L3 German experienced by the Turkish undergraduate students. The target group involved 29 students from three academic programs at a
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  • Linguistics
    Studies in Second Language Learning and Teaching
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Whereas Standard Dutch only distinguishes between two adnominal grammatical genders, substandard varieties of Belgian Dutch distinguish between three such genders. German, too, distinguishes between
Lexical Availability Output in L2 and L3 EFL Learners: Is There a Difference?
English as a foreign language (EFL) is a global issue that extends to thousands of learners worldwide who share a similar classroom situation. However, researchers have often considered learners to
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Studies in the area of cross-linguistic influence (CLI) have attracted the focus of multi-linguistic learners. However, little research on CLI deals with Asian learners, particularly Chinese-speaker
Factors Affecting Accent of New and Similar Vowels in Hong Kong Cantonese Pronounced by Urdu Speakers from Secondary School
It is demonstrated that the use of Cantonese (L3) correlated closest to the accent scores, followed by Urdu (L1) use and age-related factors, and the results show that language learners got much more accent in producing the new vowels than the similar vowels.
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Abstract The present study examined the role of L1 and L2 literacy in the acquisition of English (L3) relative clauses. It was based on a correlational research design and included 100 female high
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This study attempts to tease apart the effect of first (L1) and second (L2) language knowledge on the acquisition of syntactic properties of L3 English in order to test current generative theories in
Indicators of an "Immigrant Advantage" in the Writing of L3 French Learners
Grounded in the cross-linguistic influence(s) (CLI) literature, this study used objective measures to compare the use of English, lexical richness and syntactic complexity, and grammatical accuracy