Full Description
This book fills an existing gap in the field of third language acquisition (L3A) by bringing together theoretical, empirical, and practical accounts that contribute to informed teaching practices in multilingual classrooms. The volume is organised into three sections that focus on prominent syntactic transfer models in the field of L3A and together provide insights into the interplay of the influences of prior languages in L3 syntax and how we can enrich the practical field of instructed L3 acquisition. Part I includes original papers dealing with new developments of existing theoretical models on syntactic transfer in L3A and Part II consists of empirical studies testing existing models from different perspectives (formal, lexico-functional, and neurocognitive). Following these two sections, Part III discusses how theory can inform practices for L3 learning and teaching. This concise compilation brings to light innovations, not only in terms of theoretical refinements and practical implementations, but also in offering an impressive range of language combinations. This book is intended to act as a unique resource for scholars, applied linguists, language educators, both novices and experts alike, in and beyond the field of L3A.
Contents
1. Acknowledgments; 2. List of contributors; 3. Introduction (by Angelovska, Tanja); 4. Part I. Refining the Existing Models on L3 Syntactic Transfer; 5. Language control in the context of L3 acquisition: The centrality of individual differences (by Green, David W.); 6. Toward a new understanding of syntactic CLI: Evidence from L2 and L3 acquisition (by Flynn, Suzanne); 7. Testing the current models of third language acquisition (by Slabakova, Roumyana); 8. The L2 status factor hypothesis revisited: The role of metalinguistic knowledge, working memory, attention and noticing in third language learning (by Bardel, Camilla); 9. Transfer or no transfer; that is the question: The role of the L1 & L2 in L3 acquisition (by Wirbatz, Karoline); 10. Part II. New Empirical Studies on L3 Syntactic Transfer; 11. On pronouns that drop (out of German) (by Falk, Ylva); 12. Transfer effects in the acquisition of double object constructions in English as an L3 (by Imaz Agirre, Ainara); 13. L3 morphosyntactic effects on L1 vs. L2 systems: The Differential Stability Hypothesis (by Cabrelli Amaro, Jennifer); 14. (When) do L3 English learners transfer from L2 German?: Evidence from spoken and written data by L1 Russian speakers (by Angelovska, Tanja); 15. Transfer from an L2 in third language learning: A study on L2 proficiency (by Sanchez, Laura); 16. Part III. Implications for instructed L3 acquisition; 17. Input Processing and Processing Instruction: Pedagogical and cognitive considerations for L3 acquisition (by Benati, Alessandro G.); 18. From theory to practice in multilingualism: What theoretical research implies for third language learning (by Gonzalez Alonso, Jorge); 19. Input-Practice-Output: A method for teaching L3 English after L2 German with a focus on syntactic transfer (by Hahn, Angela)
