Les mariages exogames, la mobilité de la population, la mondialisation, le bilinguisme social et l’éducation bilingue favorisent le développement du multilinguisme en Occident. La majorité de la recherche sur ce phénomène se réalise dans le cadre du bilinguisme et celui de l’acquisition d’une langue seconde. Pour les fins de cette étude, une personne qui a une connaissance de deux langues – même imparfaite – sera considérée comme étant bilingue. Une personne multilingue a une connaissance de trois langues ou plus. La recherche sur le multilinguisme n’en est qu’à ses débuts, mais elle est notamment parvenue à identifier des caractéristiques distinctes que partagent les personnes multilingues. Certains conçoivent le multilinguisme comme étant une extension du bilinguisme et considèrent que, quoique plus complexes, ses opérations lexicales restent les mêmes. D’autres estiment que la quantité de langues est un facteur qui suffit à créer une façon d’être distincte – un point de départ différent – pour une personne multilingue. L’une des questions importantes que l’on se pose dans le domaine du lexique multilingue est jusqu’à quel point le traitement lexical des langues d’un individu se fait de façon séparée ou conjointe. Cette étude se veut une contribution aux travaux de Peter Ecke, qui a étudié de façon extensive la nature des interactions translinguistiques chez les personnes bilingues et multilingues en utilisant les tests du dans un état « bout de la langue » (BDLL). Notre étude analyse le fonctionnement du vocabulaire de la L3 chez des adolescents ayant le profil suivant : L1 anglais, L2 français à un niveau débutant-intermédiare et L3 à un niveau débutant, acquis dans un contexte scolaire. En utilisant un outil d’élicitation de type BDLLL, nous tenterons d’identifier les caractéristiques des associations de mots alors que le sujet avait un mot sur le bout de la langue ou qu’il faisait une erreur lexicale, tout en étudiant la relation entre les lexiques de la L1, de la L2 et de la L3. Nos résultats indiquent que dans la recherche et l’identification de mots de la L3, lors d’instants où le sujet cherche ses mots ou fait une erreur lexicale, l’identification de l’aspect sémantique fonctionne, alors que l’identification de l’aspect formel échoue. Pour ce qui est des influences translinguistiques, la plupart des sujets cherchaient d’abord dans la L3 et passaient ensuite à une recherche dans la L2. L’influence de L1 s’est avérée faible. Nous attribuons la cause de l’influence translinguistique à la psychotypologie, la compétence, et la récence. In the western world, multilingualism is a growing phenomenon as a result of exogamous marriages, population mobility, globalization, social bilingualism and bilingual education. Most of the research in the field of multilingualism is carried out within the framework of research into bilingualism and second language acquisition. For the purposes of our study a bilingual speaker has knowledge, however imperfect, of two languages. A multilingual speaker has knowledge of three or more languages. Research into multilingualism is still in its early stages but has come far enough for researchers to identify distinct characteristics of the multilingual speaker. Some conclude that multilingualism is an extension of bilingualism, in that lexical operations are the same but more complex. Others believe that the quantity of languages alone creates a distinct state of being - a different starting place - for the multilingual speaker. One key question in the field of the multilingual lexicon to what degree is the lexical processing of the individual’s languages is separate or integrated. This study is a contribution to the research of Peter Ecke who has extensively studied the nature of cross-linguistic interaction in bilingual and multilingual speakers using tip of the tongue (TOT) tests. Our study analysed the processing of L3 vocabulary in adolescents with the following profile: L1 English, L2 French at a low-intermediate level and L3 Spanish at the beginner level in a school setting. Using a TOT elicitation tool, we sought to identify specific characteristics of word associates in TOT states and in lexical errors, as well as the relationship between the L1, L2 and L3 lexicons. Our results indicate that in the search and retrieval of L3 words in TOT states and in lexical errors, the retrieval of the semantic aspect succeeds while the retrieval of the form aspect fails. With regard to the source of cross-linguistic influence, most subjects searched initially within the L3 and failing that, proceeded to a search within the L2. L1 influence was weak. We attribute the cause of cross-linguistic influence to psychotypology, proficiency and recency. / Thesis (Master, French) -- Queen's University, 2007-09-26 21:28:27.802

The purpose of this dissertation has been to get a deeper understanding of how, when and why the English teachers of year 6-9 at a particular multilingual school use Swedish when they teach English in a multilingual classroom. Data were collected through notes taken during observations of two teachers during one lesson each. After observing the teachers I conducted one interview with them each. Swedish was used mostly when grammar was explained and when work was done with vocabulary. If Swedish dominated during a lesson or not, depended on what was being done during the lesson. The main reason given why the teachers used Swedish in teaching English was that they were not trained to teach English in a multilingual classroom where Swedish is not the first language of all the pupils. The teachers felt it was difficult to speak English during a whole lesson when they were teaching a group of pupils who had a low level of English.

Since the mid 90s, an increasing number of researchers have adopted a sociocultural theory (SCT) of mind to investigate the social and cognitive functions of language during learner-learner interaction (Lantolf & Thorne, 2007). Researchers from an SCT perspective have identified that first languages (L1s) serve important cognitive functions (Alegría de la Colina & García Mayo, 2009; Storch & Aldosari, 2010). Swain and colleagues (Swain, 1995; Swain & Lapkin, 1995, 1998) have also illustrated that languaging, a form of verbalization, facilitates the completion of complex linguistic tasks which leads to second language (L2) development (Swain, Brooks, & Tocalli-Beller, 2002). Moreover, researchers have found that task type impacts language development (Storch & Aldosari, 2010; Storch & Wigglesworth, 2003; Swain & Lapkin, 2001). Due to the growing number of multilingual learners in the world today (Hammarberg, 2010), researchers need to expand the scope of the research to include the role(s) of native and nonnative languages on third language (L3) development. Thus, the purpose of the current multiple case study was to investigate the specific mediating functions of multilingual learners’ languages during four types of collaborative tasks and to explore the relationship between languaging and L3 development. A 16-week classroom-based study was conducted in a university French as a foreign language classroom in Mexico with four focal participants. The language produced during learner-learner interaction was examined using three types of analysis: (1) each turn was coded for language and for their specific functions; (2) each Language-Related Episode (LRE) was coded for type and for resolution; and (3) accuracy on individual tailor-made posttest items. Findings uncovered a complex picture of task type effects on the specific mediating functions of language as well as complementary functions of L1 and L3 mediation. Results from the analysis of LREs show that task type impacts the occurrence and resolution of LREs. Accuracy scores from the posttests suggest that L1 and L3 mediation promotes L3 development. Findings are in line with the focal participants’ beliefs. The findings that languages serve various social and cognitive functions during task completion are discussed in light of current ideas from an SCT perspective.

This dissertation examines the possible influence of language learners' second language (L2) on their perception of phonological contrasts in their third language (L3). Previous studies on Third Language Acquisition (TLA) suggest various factors as possible sources of cross-linguistic influence in the acquisition of an L3. This dissertation specifically investigates whether learners' levels of perceptual performance in the L2 is related to their phonological perception of L3 contrasts. In order to examine the perception of Japanese contrasts by non-native learners, I conducted a forced-choice identification experiment (Experiment 1) and AXB discrimination experiment (Experiment 2) with native speakers of English and native speakers of Korean who were learning Japanese at an introductory level. In addition, the Korean participants also participated in a forced-choice English minimal pair identification experiment (Experiment 3). In order to answer the main research question, I examined whether there was any correlation between the Korean participants' perceptual performance in English (L2) and Japanese (L3).There was a positive correlation between the identification of the Japanese word-initial stop voicing contrast and the identification of English minimal pairs. Distinguishing Japanese voiced stops and voiceless stops is widely known to be difficult for native speakers of Korean especially in word-initial position. Therefore, this positive correlation is considered as an indication of a positive influence of learners' L2 on speech perception in their L3. The L2, however, did not influence the perception in the L3 negatively. This result indicates that the participants experienced positive influence from both of their background languages, which supports the idea expressed in the Cumulative-Enhancement Model. Positive correlations were also observed for the discrimination of several other Japanese contrasts and the identification of English minimal pairs. These correlations are considered to indicate an increase in the learners' sensitivity to the speech sounds in general. Different types of correlation results obtained for the identification and the discrimination tasks are considered to reflect the difference in the nature of these perception tasks. All in all, the results suggest that L3 perception is qualitatively different from L2 perception and that the perceptual level in the L2 is related to perception in the L3 at least to some extent.

[pt] Do Inglês L1 ao Português L3 passando pelo Espanhol L2: transferências em regência/transitividade verbal, com foco nas preposições transita por temas pouco explorados - não só pela combinação de línguas adotada, como também pela especificidade do fenômeno analisado e pelo tópico gramatical escolhido -, contribuindo para o desenvolvimento de uma área de pesquisa extremamente recente e promissora: a aquisição de terceira língua. Os estudos em AL3 ainda estão muito tímidos na América Latina, mas prementes no Brasil, por conta da crescente vinda de norte-americanos (IL1) já falantes do espanhol (EL2), querendo aprender o português (PL3). É nesse contexto que se faz relevante estudar como as línguas anteriormente aprendidas influenciam a aquisição de uma terceira língua. Esta tese perpassa os estudos contrastivos entre as três línguas em foco, mormente as transferências entre elas; o relativismo linguístico moderado; a corrente funcionalista; conceitos modernos de transitividade, sobretudo a GV; a Análise de Erros (Análise de Transferências); definições de bilinguismo e multilinguismo; e os fatores de influência em AL3. Tudo isso levando-se em conta que o processo de aquisição de terceira língua é mais complexo do que o de segunda. Utilizando-se alguns instrumentos metodológicos - questionários, redações e atividades elucidativas -, foram selecionados os informantes da pesquisa, diagnosticados os problemas mais comuns causados pelas transferências do inglês (L1) e do espanhol (L2) no português (L3) e confrontados os resultados com a hipótese formulada. Verificou-se que quanto maior o domínio na língua espanhola, maior também a sua influência no português, ao mesmo tempo em que diminuem as influências do inglês e aumentam as neutralizações das suas interferências. Contudo, não se pode dizer que a competência no espanhol é determinante para que a L2 seja mais utilizada que a L1 como base de transferências, vez que os índices de incidência do inglês continuam altos mesmo nos alunos com maior domínio daquela língua. Apesar de o espanhol ter alguns fatores a seu favor: maior proximidade tipológica com a L3, o status de LE e o efeito de última língua aprendida; vale destacar essa prevalência da LM, que talvez seja decorrente da escolha da sintaxe como objeto de estudo. Outro objetivo alcançado com a pesquisa foi a formulação de matrizes de transferências que podem auxiliar o professor em sala de aula de PLE. Ciente das diferenças entre as regências, ele é capaz de propor atividades específicas para ajudar esse grupo de alunos a empregar as preposições adequadamente no português, sem incentivá-los a fazer traduções literais - vício bastante encontrado nas gramáticas de português voltadas para o estrangeiro. O presente estudo ainda sugere temas para pesquisas futuras, como, por exemplo, a utilização de outra constelação de línguas ou a mudança do foco da análise mantendo o mesmo perfil de alunos. Pelo ineditismo do tema e dos resultados obtidos, esta tese pretende, em última instância, enriquecer o meio acadêmico colaborando com a descrição do português, não somente como língua estrangeira, mas principalmente como terceira língua. / [en] From English as L1 to Portuguese as L3 through Spanish as L2: transfers in verb regency/transitivity, with special emphasis on prepositions handles topics that have not yet been deeply explored. In addition to a unique combination of languages, this thesis focus on a specific phenomenon and grammar item, thus providing an important contribution for the development of an extremely recent (and promising) research area - Third Language Acquisition. Although TLA studies are incipient in Latin America, in Brazil one may see the urge to adapt a new linguistic reality as more and more Spanishspeaking North Americans who have come to the country want to learn Portuguese. That would call for some investigation on the influences between previous learned languages and the target one. Theory includes contrastive studies, particularly transferences among the three tongues selected; moderate linguistic relativism; the functionalist school; modern transitivity concepts, especially Valence Grammar; Error Analysis (Transference Analysis); bilingualism / multilingualism definitions; and TLA influence factors. An underlying consideration is the fact that the acquisition of a third language is more complex than the process to acquire a second language. By means of some tools (questionnaires, compositions and elucidative activities), research reporters were selected; the most common errors caused by English (L1) / Spanish (L2) transferences into Portuguese (L3) were diagnosed; and the results were then compared against the proposed hypothesis. Data analysis indicated that the better expertise one has in Spanish, the higher is their Portuguese influence as the amount of L2 transference in L3 rises along Subgroups (C - low; B - average; A - high). Meanwhile, English influence in Portuguese performance decreases and interference neutralizing rises. It would not be possible to affirm, however, that Spanish command is essential for L2 to be more frequently employed than L1 as a basis for transference, given that English indices are still high in the best command subgroup. Despite Spanish pros - higher typology proximity to TL; FL status; and the last language effect -, ones MT prevalence may result from verb transitivity choice as an object of study. Another target that has been achieved by this thesis is the formulation of transference matrices that may help Portuguese as Foreign Language teachers in their classrooms. Once they are aware of agreement differences, they will be able to come up with specific activities to help these students use Portuguese prepositions correctly, instead of encouraging them to transfer directly from one language into another - unfortunately, most PFL grammars does so. For the future, it would be interesting, for example, to develop a similar study with other constellations of languages or to choose another object while keeping the profile selected in here. By and large, this work intends to enrich the academia by collaborating to describe Portuguese as a third language (rather than just a foreign language), as pioneer handling of topics and the results that have been achieved should qualify this research for future reference.

This qualitative case study examines teachers’ perspectives on receiving and teaching newly arrived immigrant pupils. Previous research and the Swedish National Agency for Education have shown that immigrant pupils have a tendency to fail their education, and some researchers also implied that these children fail their English education. The aim of this essay has been to investigate how English teachers at a secondary school in southern Sweden deal with the growing number of newly arrived immigrants in their classes. The collected data is based on qualitative semi-structured interviews with three teachers at a secondary school in Sweden. The results indicate that the teachers considered that it was challenging to receive and teach newly arrived immigrant pupils. They do not have enough information on how they should incorporate these children into subject planning and ongoing pedagogical initiatives. Moreover, the data also show that the participants expressed the fact that the pupils often had a low level of English proficiency, and that they occasionally did not obtain a grade in English. The pupils’ low English level connected with their ongoing Swedish acquisition made it difficult for the teachers to adapt their teaching. The Results also implied that many newly arrived pupils used English as a communication language, which may have a positive impact on their learning.

The English language has a great influence on Swedish culture. Swedish students learn English in school, listen to music in English and watch movies where English is spoken. As the importance of English increases the number of students who already speak a second language also increases. Therefore, the objective of this essay is to compare bilingual and trilingual students in their English acquisition and establish which differences that can be found between these two groups of students. The results showed that even if the students media consumption did not differ, the bilingual students were exposed to English in a greater degree. Even though the bilingual students were exposed to English to a greater degree, the bilingual and trilingual students showed similar results in the English subject. The results also showed that the trilingual students who were exposed to English in the same extent as the bilingual students showed better results in the English subject.

In an ever-changing modern world people migrate, to a greater extent than ever before. Sweden has faced a huge influx of new immigrants in the past 10 years, many of which have had to study for many years before being able to work, including learning English as a third language.This study looked at foreign-born adult learners (Swedish L2) of English and compared them to Swedish-born (Swedish L1) learners of English in terms of English vocabulary. This study also compared factors of age, gender, length of stay in Sweden and Swedish language level completed in Swedish L2 learners learning English; the study found that there is a small positive correlation between length of stay, younger age and completed Swedish studies with the results in the English Vocabulary Levels Test (VLT). As expected, the female students within both Swedish L1 and L2 learners outperformed the male counterparts. The study found a significant correlation between attainment on a Swedish vocabulary test and the English vocabulary test. A learner with a higher score on the Swedish test generally performed better on the English vocabulary test, to a statistically significant degree. This, most likely, is because Swedish is typologically close to English with a high number of cognates between the languages. Surprisingly enough, the results produced pointed to very limited vocabulary learning by moving through the Swedish adult education system as the increase in both Swedish and English vocabulary was negligible.

No description available.

This dissertation explores the potential differences in the acquisition of the sound system of a second language (L2) versus a third language (L3), building on recent research on adult L2 speech learning and testing the hypothesis that new category acquisition is available across the lifespan. On the one hand, recent influential theories of L2 speech learning predict that new sound categories will be difficult to acquire due to complex interactions among the phonetic categories residing in one same perceptual space. On the other, there exists the common assumption that the more sound categories one’s native language contains, the less difficult it will be to acquire new ones in a native-like fashion. My work provides additional evidence to this discussion, while providing speech data from the following five different speaker groups: (1) native speakers of American English; (2) native speakers of Mexican Spanish; (3) native speakers of Brazilian Portuguese; (4) native speakers of English learning Portuguese as their L2, and (5) native speakers of English learning Portuguese as their L3, who speak Spanish as their L2.The dissertation consists of three content chapters. The first of the content chapters describes the vowel systems of Mexican Spanish, American English and Brazilian Portuguese as informed by production data of the three native speaker groups above (1, 2 and 3). The second and third chapters describe and contrast the vowel system(s) of the two learner groups (4 and 5) as informed by their production and perception of Portuguese vowels respectively. The results from the analysis of the data from the various production and perception experiments performed as part of this dissertation provide evidence for (a) phonetic category assimilation and dissimilation processes in post-L1 speech learning and phonetic category interactions in general; (b) the relevance of quality and quantity of input in language learning; (c) the discussion on the relation between perception and production in post-L1 speech learning; and (d) the need for an extension of current models of L2 speech learning and cross-linguistic speech perception in order for these to address post-L2 speech learning processes, among other topics.