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Do a Learner’s Background Languages Change with Increasing Exposure to L3? Comparing the Multilingual Phonological Development of Adolescents and Adults
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In: Languages; Volume 7; Issue 2; Pages: 78 (2022)
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Abstract:
The present study longitudinally explores regressive phonological cross-linguistic influence (CLI) in seven adolescents (aged 12–13) and seven adults (aged 21–39) by examining voice-onset time (VOT) of /p,t,k/ in their first, second, and third language (L1, L2, and L3, respectively). All participants had the same language combination (L1 German, L2 English, L3 Polish) and were recorded completing a range of production tasks in all three languages four times over the course of the first year of L3 learning. The scope of previous research on phonological CLI is thus broadened in two ways: (1) by tracing the development of all languages upon the arrival of a new language in a multilingual’s system longitudinally, and (2) by investigating CLI patterns in two age groups when input and learning environment are comparable. Previous L2 age studies have mostly only made retrospective assumptions about (target) language development, so that longitudinal data, including the entire language repertoire of multilingual speakers, are needed to substantiate claims made in that regard. For the adolescent group, significant changes to both their L1 and L2 over time were found, while the adults’ background languages remained relatively stable on the group level. However, for both groups, much individual variation was uncovered.
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Keyword:
adolescents; adults; instructed learning context; L3 learners; multilingual language development; phonological permeability hypothesis; phonology; regressive CLI; VOT
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URL: https://doi.org/10.3390/languages7020078
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| 82 |
Exploring Relationships between Professional Development and Teachers’ Enactments of Project-Based Learning
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In: Education Sciences; Volume 12; Issue 4; Pages: 282 (2022)
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| 83 |
Is Early Bilingual Experience Associated with Greater Fluid Intelligence in Adults?
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In: Languages; Volume 7; Issue 2; Pages: 100 (2022)
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| 84 |
Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
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In: Annotated Bibliographies (2022)
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| 85 |
Examining Comprehension of Prosodic Contrasts in 7-12 Year Old Children
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| 86 |
Professional Pathways: Strategies to increase workforce diversity in the Australian library and information sector
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| 89 |
CONDITIONS OF INDEPENDENT STUDY IN TEACHING STUDENTS FOREIGN LANGUAGES ...
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| 90 |
CONDITIONS OF INDEPENDENT STUDY IN TEACHING STUDENTS FOREIGN LANGUAGES ...
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| 91 |
Supporting English Language Learners: Preparing Content Area Teachers to Promote Academic Achievement among Culturally and Linguistically Diverse Learner Populations.
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In: Culminating Experience Projects (2022)
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| 92 |
Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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| 93 |
Exploring Mobile Screen Media Use Among Preschoolers and the Implications for Supporting Children’s Early Language and Literacy Skills
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| 94 |
Emotion, discourse, and linguistic diversity: Emotions in grammar and discourse in northern Australia ...
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| 100 |
Élaboration d’une liste pour l’enseignement du vocabulaire considérant la fréquence d’utilisation à l’oral et la polysémie ...
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