早期西班牙语-巴斯克语-英语三语的语音和词汇交叉语言学影响

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Antje Stoehr, Mina Jevtović, Angela de Bruin, Clara D. Martin
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引用次数: 0

摘要

多语言研究的一个核心问题是多种语言如何相互作用。大多数研究都集中在第一语言(L1)和第二语言(L2)对第三语言(L3)的影响上,但也有少数研究专门研究了相反的迁移方向,结果表明,在后青春期学习者中,L3 对 L2 的影响比对 L1 的影响更大。在我们的研究中,我们为 L3 对 L2 的影响强于 L3 对 L1 的影响提供了进一步的支持,并表明这种影响延伸到:(a)语音和词汇;(b)儿童学习者。50名从出生起就学习西班牙语和巴斯克语的西班牙语-巴斯克语-英语三语成人,在2至4岁期间通过浸入式学习,参加了一项加速三语转换任务,测量语音起始时间和词汇侵入的产生。与母语-西班牙语相比,在母语-巴斯克语的转换过程中,受母语-英语的影响更大。这些研究结果表明,即使是高度熟练的早期双语者,也会受到课堂上教授的 L3 对 L1 和 L2 的不同影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Phonetic and Lexical Crosslinguistic Influence in Early Spanish–Basque–English Trilinguals

Phonetic and Lexical Crosslinguistic Influence in Early Spanish–Basque–English Trilinguals

A central question in multilingualism research is how multiple languages interact. Most studies have focused on first (L1) and second language (L2) effects on a third language (L3), but a small number of studies dedicated to the opposite transfer direction have suggested stronger L3 influence on L2 than on L1 in postpuberty learners. In our study, we provide further support for stronger L3-to-L2 than L3-to-L1 influence and show that it extends to (a) phonetics and the lexicon and (b) childhood learners. Fifty Spanish–Basque–English trilingual adults who had acquired Spanish from birth and Basque between 2 to 4 years of age through immersion participated in a speeded trilingual switching task measuring production of voice onset time and lexical intrusions. Participants experienced more phonetic and lexical crosslinguistic influence from L3 English during L2-Basque production than during L1-Spanish production. These findings show that even highly proficient early bilinguals experience differential influence from a classroom-taught L3 to L1 and to L2.

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来源期刊
Language Learning
Language Learning Multiple-
CiteScore
9.10
自引率
15.90%
发文量
65
期刊介绍: Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.
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