The importance of online dictionaries in language learning: a case study on third language acquisition of German

2016 ◽  
Vol 11 (2) ◽  
pp. 121
Author(s):  
David Wai Kee Chu ◽  
Kwan Keung Ng ◽  
Ivan K.W. Lai
Keyword(s):  
Language Acquisition ◽  
Language Learning ◽  
Third Language ◽  
Third Language Acquisition

PROCESSABILITY APPROACHES TO RECEPTIVE THIRD LANGUAGE ACQUISITION: IMPLICATIONS FOR MULTILINGUAL CLASSROOMS

2021 ◽  
Author(s):  
Helen Forsyth ◽  
Keyword(s):  
Language Acquisition ◽  
Language Learning ◽  
Primary Schools ◽  
Second Language Learning ◽  
Qualitative Difference ◽  
Scaling Analysis ◽  
Syntactic Structures ◽  
Third Language ◽  
Third Language Acquisition ◽  
Developmental Readiness

Existing research indicates a qualitative difference between Second Language Learning and Third Language Acquisition, and certain psycholinguistic and developmental aspects to multilingual learners merit investigation. The present paper examines stages in receptive learner acquisition of English as a Third Language at Italian-medium primary schools in South Tyrol in Italy employing a picture selection task and implicational scaling analysis. It highlights the role that processing approaches to acquisition proposing constraints on developmental readiness and cross-linguistic influence may play for the emergence of receptive competence in morpho-syntactic structures.

Integrating Duolingo for Schools in Third Language Acquisition

2021 ◽  
Vol 48 (3) ◽  
pp. 266-280
Author(s):  
Petar Todorov ◽  
Keyword(s):  
Language Acquisition ◽  
Language Learning ◽  
Controlled Environment ◽  
Third Language ◽  
Third Language Acquisition ◽  
Learning Platform ◽  
Innovative Methodology ◽  
The World ◽  
Context Of Learning

The article presents the possibilities for integrating an innovative methodology in third language acquisition – Duolingo for schools. The Duolingo language learning platform is one of the leaders in the world with millions of registered users as the access to it is entirely free of charge. The article presents the leading research in the field by emphasizing the fact that none of it is yet to use Duolingo for schools. After dwelling upon Duolingo’s methodology, it is pointed out that Duolingo for schools can be integrated by teachers/lecturers in their syllabi to create a controlled environment. In the context of learning languages by Bulgarians, it is recommended using Duolingo for schools in third language acquisition, as Duolingo does not offer learning Bulgarian, neither can Bulgarian be used to learn another language.

scholarly journals PERAN BAHASA INGGRIS SEBAGAI BAHASA KEDUA DALAM PEMEROLEHAN BAHASA INDONESIA SEBAGAI BAHASA KETIGA

Paramasastra ◽  
2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Abdul Kholiq
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Sentence Production ◽  
Research Subject ◽  
Third Language ◽  
Third Language Acquisition ◽  
L3 Acquisition ◽  
Cross Language ◽  
Language Influence

Cross language influence in third language (L3) acquisition is related to the first (L1) and second language (L2) acquisition. Cross-language influence in third language acquisition studies can be analyzed from the first and second language role in the third language acquisition. Each acquisition Indonesian language as L3 is always English as L2 so that the role of English in acquiring Indonesian as B3 be worth studying. It is a qualitative approach based research. This study focuses on (1) the role of English of articulation and (2) the role of English as the provider acquiring vocabulary in Indonesian as L3. Data used in this research is the conversation conducted by the researcher and research subject; and sentence production based on picture by the research subject. Data analysis result finds 1) the role of English as an addition to the mastery of the sound that is not owned B1 of pemeroleh Indonesian as L3 and English influence language sounds in pronunciation Indonesian, and 2) The role of English as a provider of vocabulary in language acquisition Indonesia as B3 is as a language bridge in language acquisition Indonesia if the Indonesian pemeroleh not master words in Indonesian. 

L3 acquisition of German adjectival inflection: A generative account

2010 ◽  
Vol 27 (1) ◽  
pp. 83-105 ◽  
Author(s):  
Carol Jaensch
Keyword(s):  
Language Acquisition ◽  
Language Learners ◽  
Third Language ◽  
Third Language Acquisition ◽  
Positive Effects ◽  
L3 Acquisition ◽  
Adjectival Inflection ◽  
And Gender ◽  
Grammatical Number ◽  
Syntactic Properties

Studies testing the knowledge of syntactic properties have resulted in two potentially contrasting proposals in relation to third language acquisition (TLA); the Cumulative Enhancement Model (Flynn et al., 2004), which proposes that previously learned languages will positively affect the acquisition of a third language (L3); and the ‘second language (L2) status factor’ hypothesis (Bardel and Falk, 2007), which proposes that the primacy of the L2 can block the potential positive effects that may be transferable from the first language (L1). This article attempts to extend these hypotheses to the domain of morphosyntax, in relation to the TLA of the properties of grammatical number and gender concord marking on German attributive adjectives; these properties not present in the L1 of Japanese, or the L2 of English. Two further factors are of interest in the current study; first, the performance of the learners according to their L3 and their L2 proficiency levels, a variable not discussed in the above-mentioned studies; and, second, the role that the type of task has on the performance of these learners. Three groups of Japanese native speakers (matched for proficiency within each German group), but with differing English proficiencies, completed a carefully balanced gap-filling task, together with two oral elicitation tasks in the form of games; both of these elicited tokens of adjectival inflection. Initial results offer partial support for weaker versions of the two hypotheses mentioned above. However, neither of the L3 models tested can fully account for the results obtained, which are more consistent with a feature-based account of the organization of grammar in the domain of morphosyntax, such as that of Distributed Morphology (DM) (Halle and Marantz, 1993). DM is a model for language acquisition which — coupled with a view that the Subset Principle proposed by this account is not observed by non-primary language learners — has recently been proposed to explain the optionality observed in L2 learners’ production (Hawkins et al., 2006). The data presented here suggest that it could be extended to L3 learners’ production.

scholarly journals Third Language Acquisition

2018 ◽  
pp. 737-757 ◽  
Author(s):  
Jennifer Cabrelli Amaro ◽  
Michael Iverson
Keyword(s):  
Language Acquisition ◽  
Third Language ◽  
Third Language Acquisition
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