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The influence of L1 Dutch and L2 English on L3 French: A longitudinal study
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In: Journal of the European Second Language Association; Vol 2, No 1 (2018); 63-71 ; 2399-9101 (2018)
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Abstract:
This longitudinal study investigates negative transfer from L1 Dutch and L2 English into L3 French in the first three years of French education in a Dutch/English secondary immersion school. We focus on two word order constructions in declarative root clauses where the three languages differ: V-to-C movement (+Dutch, −French) and V-to-T movement (−English, +French). The results of a grammaticality judgement task and a gap-filling task show that the L3 learners transfer a large amount from L1 Dutch in the initial stages of the first year of French education followed by a dramatic decline in the second and third year of French education. At the onset of L3 learning, L2 English is less activated; however, its influence intervenes and stays stable in later years of learning.
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Keyword:
L3 acquisition; Linguistics; longitudinal study; syntax; Third Language Acquisition; transfer; verb placement
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URL: https://doi.org/10.22599/jesla.42 https://www.euroslajournal.org/jms/article/view/42
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Factors of success and failure in the acquisition of grammatical gender in Dutch
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In: ISSN: 0267-6583 ; EISSN: 1477-0326 ; Second Language Research ; https://hal.archives-ouvertes.fr/hal-00570745 ; Second Language Research, SAGE Publications, 2008, 24 (3), pp.267-295. ⟨10.1177/0267658308090182⟩ (2008)
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