Asymmetric transfer and development of temporal-aspectual sentence-final particles in English-Cantonese bilinguals’ L3 Mandarin grammars

IF 1.8 2区 文学 0 LANGUAGE & LINGUISTICS
Yanyu Guo, Boping Yuan
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引用次数: 1

Abstract

Aiming to shed new light on the discussion on transfer at initial stages of third language (L3) acquisition and development at later stages, this article reports on an empirical study of L3 acquisition of Mandarin temporal-aspectual sentence-final particles (SFPs) le, ne and láizhe by English speaking and English-Cantonese bilingual learners, at both low and high proficiency levels. Cantonese is typologically and structurally closer to Mandarin than English is. Our findings show obvious facilitative effects on le by its Cantonese counterpart in English-Cantonese bilingual learners’ L3 Mandarin, which supports the L3 models that advocate the deterministic role of structural similarity in the transfer source selection. A transfer asymmetry is observed between the cases of le and láizhe. No transfer effects are found in the L3 Mandarin data of láizhe, even though it has an equivalent SFP in Cantonese. This discrepancy is argued to be attributable to input factors and misleading forms. Moreover, patterns observed over different proficiency levels indicate that the quality and quantity of input and the register property of a particular SFP can greatly affect initial transfer and later development of L3 acquisition.
英粤双语者L3普通话语法中时象句末助词的不对称迁移与发展
为了对第三语言(L3)习得初期的迁移和后期的发展进行新的探讨,本文对英语和英语-粤语双语学习者在低水平和高水平上对普通话时态体句尾助词le、ne和láizhe的L3习得进行了实证研究。我们的研究结果表明,在英语-粤语双语学习者的L3普通话中,广东话在类型和结构上比英语更接近普通话。在le和láizhe的情况下观察到转移不对称。在láizhe的L3普通话数据中没有发现迁移效应,尽管它在广东话中具有等效的SFP。这种差异被认为是由于输入因素和误导形式造成的。此外,在不同熟练程度上观察到的模式表明,输入的质量和数量以及特定SFP的寄存器属性会极大地影响L3采集的初始转移和后期发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Linguistic Approaches To Bilingualism
Linguistic Approaches To Bilingualism Social Sciences-Linguistics and Language
CiteScore
3.20
自引率
9.10%
发文量
24
期刊介绍: LAB provides an outlet for cutting-edge, contemporary studies on bilingualism. LAB assumes a broad definition of bilingualism, including: adult L2 acquisition, simultaneous child bilingualism, child L2 acquisition, adult heritage speaker competence, L1 attrition in L2/Ln environments, and adult L3/Ln acquisition. LAB solicits high quality articles of original research assuming any cognitive science approach to understanding the mental representation of bilingual language competence and performance, including cognitive linguistics, emergentism/connectionism, generative theories, psycholinguistic and processing accounts, and covering typical and atypical populations.
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