L3 Syntactic Transfer : Models, New Developments and Implications.

Intro -- L3 Syntactic Transfer -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgments -- L3 syntactic transfer - an integrative approach -- References -- Part I. Refining the existing models on L3 syntactic transfer -- 1. Language control in the context of L3 acquisition -- Introduction -- Transfer as a probabilistic process -- Mechanisms of transfer: Representational change and use -- Sentence planning and execution in L3 -- Review and discussion -- Conclusion -- References -- 2. Toward a new understanding of syntactic CLI -- Fundamental questions -- What we already know -- Main models for L2 and their consequence for L3 acquisition -- Toward a new understanding of syntactic CLI -- Focus of this paper -- Two studies in EC identification in English -- First study: EC identification in restricted relative clauses -- Second study: EC identification in adverbial subordinate clauses -- The role of surface elements -- The role of abstract features -- Concluding remarks -- Conclusion -- References -- 3. Testing the current models of third language acquisition -- Introduction -- Topicalization in English, Basque and Spanish -- Null objects in Spanish English, and Basque -- Current L3 acquisition models, participant groups and predictions -- Experimental studies -- Discussion -- Conclusion -- References -- 4. The L2 status factor hypothesis revisited -- Introduction -- The D/P model and the role of metalinguistic knowledge -- Predictions from the D/P model on transfer in language learning -- The L2 status factor and its relation to MLK in both L2 and L1 -- The role of noticing, attention and working memory in non-native language learning -- Final remarks -- Acknowledgments -- References -- 5. Transfer or no transfer -- that is the question -- Introduction -- Literature review -- L2 Transfer -- L1 Transfer -- L1 &amp.

L2 transfer (Mixed Transfer Theories) -- Summary -- The Developmentally Moderated Transfer Hypothesis -- The study -- Research questions -- Data -- Data analysis -- Results and discussion -- Comparison between English L3 and L2 acquisition from a processability perspective -- CLI in English L3 acquisition -- Conclusion -- Acknowledgements -- References -- part II. New empirical studies on L3 syntactic transfer -- 6. On pronouns that drop (out of German) -- Introduction -- Theories and models aiming at explaining transfer behavior in L3 learning -- The NSP in L3 learning research -- Research question -- Material and method -- Participants -- Procedure -- Instruments -- Coding -- Results -- Discussion -- Conclusion and implications for the future -- References -- 7. Transfer effects in the acquisition of double object constructions in English as an L3 -- Introduction -- Double object constructions in English, Spanish and Basque -- Previous research on the acquisition of double object constructions -- Transfer effects in L3 acquisition -- The study -- Participants -- Test materials -- Data collection procedure -- Results -- Accuracy results -- RT results -- Discussion -- Conclusion -- References -- 8. L3 morphosyntactic effects on L1 vs. L2 systems -- Introduction -- Regressive transfer -- L1 morphosyntactic attrition -- The Differential Stability Hypothesis -- Subject-to-subject raising across a dative experiencer in Spanish and Brazilian Portuguese -- Research questions and predictions -- Methodology -- Participants -- Acceptability judgment task -- Results -- Control data in Spanish and BP -- Spanish control and learner comparison -- Discussion -- L1 Spanish versus L2 Spanish morphosyntactic representations -- L1 versus L2 stability -- Individual variation -- The DSH across domains -- Future directions -- Conclusion -- Acknowledgements -- References.

9. (When) do L3 English learners transfer from L2 German? -- Introduction -- Background -- Existing models on transfer in L3A -- L1 Factor -- The L2 Status Factor -- The Cumulative Enhancement Model (CEM) -- The Typological Primacy Model (TPM) -- The verb-second phenomenon -- V2 Transfer in L3A in relation to proficiency -- Language dominance and transfer -- Predictions and hypotheses -- Research methodology -- Participants -- Procedure and instruments -- Oxford Quick Placement Test (OQPT) for determining proficiency -- German Language Usage Scoring for determining language dominance -- Writing task -- Story Telling Speaking Task -- Analysis and scoring -- Results -- Classification of V2 sentences -- Discussion of results -- Conclusion and future implications -- Acknowledgements -- References -- 10. Transfer from an L2 in third language learning -- Introduction -- Background of the study -- Defining and operationalizing proficiency in TLL -- Transfer and proficiency in TLL -- The present study: Research question -- Study design -- Participants -- Instruments -- Procedure -- Data analysis -- Results -- Discussion and conclusions -- Acknowledgements -- References -- Part III. Implications for instructed L3 acquisition -- 11. Input Processing and Processing Instruction -- Introduction -- What is Input Processing? -- What is Processing Instruction? -- Input Processing research -- Meaning first -- Lexical preference -- Redundancy and meaningfulness -- Resources -- Location -- Word order and attenuating factors -- Processing Instruction research -- Comparison to other instructional interventions -- Populations from different L1s and L2s -- Secondary effects -- Age -- Discourse effects -- Longitudinal effectiveness -- Beyond L2 acquisition: Considerations for L3 acquisition -- The role of prior linguistic knowledge -- The role of individual differences.

The role of a multilingual lexical-conceptual system -- Conclusion -- References -- 12. From theory to practice in multilingualism -- General introduction -- Background -- Practical implications for the language classroom -- Extensions from Rothman and Cabrelli Amaro (2010) -- Moving from knowledge to practice -- Conclusions -- References -- 13. Input-Practice-Output -- Introduction -- Starting point: Previous implications for L3 teaching -- Teaching and learning framework -- Action research approach -- Flipped Classroom approach -- Applications of the IPO-method -- The INPUT-Phase of the IPO-method -- The PRACTICE-phase of the IPO-method -- Activity 1: Scramble sentence-constituents -- Activity 2: Card-Matching "pictures" with "adverbials" -- Activity 3: Matching pictures with oral input sentences / discourse -- The OUTPUT phase of the IPO-method -- Activity 1: Describing silent acting out -- Activity 2: Retelling -- Activity 3: Picture-based retelling -- Implications -- Implications for the development of language teaching materials -- Implications for lesson planning -- Implications for classroom research -- Conclusion -- Acknowledgements -- References -- About the contributors -- Index.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.