Jennifer Cabrelli, Carrie Pichan, Jessica Ward, J. Rothman, L. Serratrice
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Factors that moderate global similarity in initial L3 transfer
Much of the formal linguistic research on third language (L3) acquisition has focused on transfer source
selection, with the overall finding that (global) structural similarity between the L1/L2 and L3 is the strongest predictor of
initial transfer patterns. Recently, Cabrelli and Pichan (2021) reported data from the production of underlyingly intervocalic
voiced stops in L3 Brazilian Portuguese (BP) and L3 Italian that highlight the notion that global similarity is likely moderated
by other factors. Specifically, data from heritage Spanish/English bilinguals learning L3 BP reflected reliance on
(non-facilitative, but globally more similar) Spanish, while L3 Italian data reflected greater reliance on (facilitative, but
globally less similar) English. The current study is a first step towards identifying the source(s) of the disparity, in which we
examine the roles of degree of dominance and explicit knowledge in heritage Spanish/English bilinguals. Thirty-four L3 Italian
learners completed a delayed repetition task in all three languages. We report English-like patterns that contradict the L3 BP
data and cannot be accounted for by degree of dominance or explicit knowledge. We connect these results to existing L3 transfer
accounts and the need for further consideration of linguistic and methodological variables, particularly acoustic salience in L3
input and task modality.
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.