Third or Additional Language Acquisition

161 Pages·2010·0.78 MB·English

Third or Additional Language Acquisition
SECOND LANGUAGE ACQUISITION
Series Editor:Professor David Singleton,Trinity College, Dublin, Ireland
This series brings together titles dealing with a variety of aspects of language
acquisition and processing in situations where a language or languages other than the
native language is involved. Second language is thus interpreted in its broadest
possible sense. The volumes included in the series all offer in their different ways, on
the one hand, exposition and discussion of empirical findings and, on the other, some
degree of theoretical reflection. In this latter connection, no particular theoretical
stance is privileged in the series; nor is any relevant perspective – sociolinguistic,
psycholinguistic, neurolinguistic, etc. – deemed out of place. The intended readership
of the series includes final-year undergraduates working on second language
acquisition projects, postgraduate students involved in second language acquisition
research, and researchers and teachers in general whose interests include a second
language acquisition component.
Other Books in the Series
Studying Speaking to Inform Second Language Learning
Diana Boxer and Andrew D. Cohen (eds)
Language Acquisition: The Age Factor (2nd edn)
David Singleton and Lisa Ryan
Focus on French as a Foreign Language: Multidisciplinary Approaches
Jean-Marc Dewaele (ed.)
Second Language Writing Systems
Vivian Cook and Benedetta Bassetti (eds)
Third Language Learners: Pragmatic Production and Awareness
Maria Pilar Safont Jordà
Artificial Intelligence in Second Language Learning: Raising Error Awareness
Marina Dodigovic
Studies of Fossilization in Second Language Acquisition
ZhaoHong Han and Terence Odlin (eds)
Language Learners in Study Abroad Contexts
Margaret A. DuFon and Eton Churchill (eds)
Early Trilingualism: A Focus on Questions
Julia D. Barnes
Cross-linguistic Influences in the Second Language Lexicon
Janusz Arabski (ed.)
Motivation, Language Attitudes and Globalisation: A Hungarian Perspective
Zoltán Dörnyei, Kata Csizér and Nóra Németh
Age and the Rate of Foreign Language Learning
Carmen Muñoz (ed.)
Investigating Tasks in Formal Language Learning
María del Pilar García Mayo (ed.)
Input for Instructed L2 Learners: The Relevance of Relevance
Anna Nizegorodcew
Cross-linguistic Similarity in Foreign Language Learning
Håkan Ringbom
Second Language Lexical Processes
Zsolt Lengyel and Judit Navracsics (eds)
For more details of these or any other of our publications, please contact:
Multilingual Matters, Frankfurt Lodge, Clevedon Hall,
Victoria Road, Clevedon, BS21 7HH, England
http://www.multilingual-matters.com
SECOND LANGUAGE ACQUISITION 24
Series Editor: David Singleton, Trinity College, Dublin, Ireland
Third or Additional
Language Acquisition
Gessica De Angelis
MULTILINGUAL MATTERS LTD
Clevedon • Buffalo (cid:127) Toronto
Library of Congress Cataloging in Publication Data
De Angelis, Gessica
Third or Additional Language Acquisition/Gessica De Angelis.
Second Language Acquisition: 24
Includes bibliographical references and index.
1. Multilingualism. 2. Language and languages–Study and teaching. I. Title.
P115.D39 2007
418.007–dc22 2007006868
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-84769-004-3 (hbk)
ISBN-13: 978-1-84769-003-6 (pbk)
Multilingual Matters Ltd
UK: Frankfurt Lodge, Clevedon Hall, Victoria Road, Clevedon BS21 7HH.
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Canada: UTP, 5201 Dufferin Street, North York, Ontario M3H 5T8, Canada.
Copyright © 2007 Gessica De Angelis.
All rights reserved. No part of this work may be reproduced in any form or by any
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Contents
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3111 List of Illustrations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
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1 The Multilingual Learner and Speaker. . . . . . . . . . . . . . . . . . . . . . . . . . 1
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Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
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From Second Language Acquisition to Third or
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Additional Language Acquisition . . . . . . . . . . . . . . . . . . . . . . . . . . 3
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Terminological (In)consistencies . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
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The Monolingual and the Bilingual Bias in Language
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Acquisition Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
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Book Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
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2 Factors Affecting Non-native Language Influence. . . . . . . . . . . . . . . 19
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Non-native Languages and Crosslinguistic Influence . . . . . . . . 19
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Language Distance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
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Proficiency in the Target Language and Proficiency in
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the Source Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
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Recency of Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
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Length of Residence and Exposure to a Non-native
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Language Environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
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Order of Acquisition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
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Formality of Context. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
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6 3 What Can be Transferred from One or More Non-native
7 Language to Another. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
8 Lexis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
9 Phonetics and Phonology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
40 Morphology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
41111 Syntax. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
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vi Third or Additional Language Acquisition
1111 4 Multilingual Speech Production . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
2 Two Influential Monolingual Speech Production Models:
3 Dell (1986) and Levelt (1989). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
4 Bilingual and Multilingual Speech Production. . . . . . . . . . . . . . . 67
5 Language Choice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
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7 5 The Multilingual Lexicon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
8 From Bilingual to Multilingual Memory. . . . . . . . . . . . . . . . . . . . 88
9 Proficiency and Lexico-semantic Organization . . . . . . . . . . . . . . 93
1011 Storage Capacity and Processing Load . . . . . . . . . . . . . . . . . . . . . 95
1 Separation or Integration of Knowledge in the
2 Multilingual Lexicon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
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4 6 Prior Language Knowledge, Cognitive Development and
5 the Language Acquisition Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
6 Prior Language Knowledge: an Obstacle or an Asset?
7 An Historical Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
8 Prior Language Knowledge and Foreign Language
9 Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
20111 Metalinguistic Awareness and Metalinguistic Thinking. . . . . . 120
1 Prior Language Knowledge and the Lack of Significant
2 Effects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
3 Number of Languages Known: Does it Make a
4 Difference?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
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6 7 Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
7 Major Findings and Some Suggestions for Future
8 Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
9 A Final Comment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
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1 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
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3.1 Overt crosslinguistic lexical influence in production. . . . . . . . . . . . . 42
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4.1 Levelt’s speech production model. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
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4.2 The selection of an L2 lemma through spreading activation . . . . . . 84
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5.1 Revised hierarchical model of lexical and conceptual
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representation in bilingual memory. . . . . . . . . . . . . . . . . . . . . . . . . . . 92
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5.2 The Trilingual Interactive Activation model. . . . . . . . . . . . . . . . . . . 107
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Chapter 1
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The Multilingual Learner and Speaker
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Introduction
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5 Human beings are remarkable language learners who can easily learn
6 and master several languages throughout their lives. Most of us have met
7 people who can switch from one language to another within the same
8 conversation, or children as young as four of five who can use one language
9 with their mother, another with their father, and yet another with their
20111 kindergarten teacher. Multilingualism is, no doubt, a common achievement
1 for many people around the word.
2 The increasing spread of multilingualism and the importance of language
3 within society has led several scholars to investigate multilingual behaviour
4 over the years, as evidenced by the strong tradition of work on sociolin-
5 guistic and educational aspects of multilingualism (Abu-Rabia, 1998;
6 Baetens Beardsmore and Kohls, 1988; Bhatia, 2004; Bild and Swain, 1989;
7 Brohy, 2001; Cenoz and Genesee, 1998; Cenoz et al., 2001; Clyne et al., 2004;
8 Cummins, 2001; Dagenais and Day, 1998; Edwards, 1994; Jaspaert and
9 Lemmens, 1990; Kramsch, 2006; Leman, 1990; Muñoz, 2000; Oksaar, 1983;
30111 Pandey, 1991). Research on the cognitive and psycholinguistic aspects
1 of multilingualism has instead been much slower to appear. With the
2 exception of a few early studies (Chamot, 1973; Chandrasekhar, 1978;
3 Gulutsan, 1976; Haggis, 1973; Lococo, 1976; Tulving and Colotla, 1970;
4 Vildomec, 1963), it is only in the 1980s that multilinguals’ processes begin
5 to be examined closely and systematically, reaching the effect of raising a
6 general awareness among scholars that multilinguals are learners and
7 speakers of their own who should not be compared to L2 learners without
8 some careful vigilance.
9 At present most studies on multilinguals’ acquisition and production
40 processes can be found in academic journals, edited volumes, conference
41111 proceedings or unpublished M.A. or Ph.D. theses. This book intends to pull
1