Comportement linguistique des immigrants allophones et caractéristiques du quartier de résidence, région métropolitaine de recensement de Montréal, 2006

Les immigrants allophones qui s’établissent dans la région métropolitaine de recensement (RMR) de Montréal sont vraisemblablement confrontés à la concurrence qui y existe entre le français et l’anglais. À l’aide de données agrégées du recensement canadien de 2006, nous explorons le rôle que pourrait jouer l’environnement linguistique résidentiel dans l’adoption de deux comportements linguistiques; le transfert linguistique vers le français ou l’anglais et la connaissance des langues officielles chez ceux n’ayant pas effectué de transfert, tout en tenant compte de leurs caractéristiques individuelles. Des liens initiaux existent entre la composition linguistique des 56 quartiers de la RMR et les comportements linguistiques des immigrants allophones. De plus, des caractéristiques individuelles similaires mènent à des orientations linguistiques similaires. Sans séparer ces deux effets, des régressions linéaires nous permettent de croire que la connaissance de l’anglais et/ou du français n’est pas déterminée par la composition linguistique du quartier, alors que cette dernière ne peut être écartée lorsque nous analysons la langue d’usage à la maison (transferts).

La influencia de factores educativos y familiares sobre el aprendizaje de una segunda lengua, y los efectos sobre la inteligencia y cognición

Actualmente, la investigación científica acerca de la influencia de los factores educativos y familiares en el aprendizaje de una segunda lengua (L2) es limitada. En comparación, los efectos que tiene la L2 en la inteligencia y cognición han sido más estudiados. Por esta razón, el artículo presenta una revisión de la literatura empírica existente que relaciona lo mencionado anteriormente, ampliando así la temática del bilingüismo. Se buscaron artículos en cuatro bases de datos (PSICODOC, ISI Web of knowledge y SCOPUS), usando palabras claves específicas, en el periodo de 1990 hasta el 2012. De 79 artículos encontrados, 34 cumplieron con los criterios de inclusión para la revisión. Asimismo, se tuvieron en cuenta dos libros, de los cuales se revisó un capítulo por cada uno según los mismos criterios. En conjunto, los resultados arrojaron importantes datos teóricos y de investigación que relacionan el éxito en el aprendizaje de una L2 con la inteligencia y cognición, según la influencia de los factores educativos y familiares. En conclusión, se identificaron más factores educativos que familiares; lo cual a concepto de la autora evidencia la limitada investigación que se ha hecho sobre los factores familiares en el bilingüismo actualmente.

L3 syntactic transfer selectivity and typological determinacy: the typological primacy model

The present article addresses the following question: what variables condition syntactic transfer? Evidence is provided in support of the position that third language (L3) transfer is selective, whereby, at least under certain conditions, it is driven by the typological proximity of the target L3 measured against the other previously acquired linguistic systems (cf. Rothman and Cabrelli Amaro, 2007, 2010; Rothman, 2010; Montrul et al., 2011). To show this, we compare data in the domain of adjectival interpretation between successful first language (L1) Italian learners of English as a second language (L2) at the low to intermediate proficiency level of L3 Spanish, and successful L1 English learners of L2 Spanish at the same levels for L3 Brazilian Portuguese. The data show that, irrespective of the L1 or the L2, these L3 learners demonstrate target knowledge of subtle adjectival semantic nuances obtained via noun-raising, which English lacks and the other languages share. We maintain that such knowledge is transferred to the L3 from Italian (L1) and Spanish (L2) respectively in light of important differences between the L3 learners herein compared to what is known of the L2 Spanish performance of L1 English speakers at the same level of proficiency (see, for example, Judy et al., 2008; Rothman et al., 2010). While the present data are consistent with Flynn et al.’s (2004) Cumulative Enhancement Model, we discuss why a coupling of these data with evidence from other recent L3 studies suggests necessary modifications to this model, offering in its stead the Typological Primacy Model (TPM) for multilingual transfer.

Introduction: some notes on the generative study of L3 acquisition.

This article serves as a state-of the-science review of the blossoming field of generative third language (L3) acquisition as well as an introduction to this special issue on the same topic. We present and argue for the relevance of adult L3/Ln acquisition for many perennial questions that have sat at the core of linguistic approaches to adult language acquisition since the Principles and Parameters framework was first adopted into second language acquisition (SLA; e.g. Flynn, 1985, 1987; Liceras, 1985; White, 1985a, 1985b; Schwartz, 1986). Furthermore, we highlight the unique, specific questions that have emerged from studying L3/Ln from a generative perspective thus far while suggesting refinements to these questions and additional ones that should emerge in future inquiry.

(PDF, 406 KB) On L3 acquisition and phonological permeability: a new test case for debates on the mental representation of non-native phonological systems

The goal of this article is to make an epistemological and theoretical contribution to the nascent field of third language (L3) acquisition and show how examining L3 development can offer a unique view into longstanding debates within L2 acquisition theory. We offer the Phonological Permeability Hypothesis (PPH), which maintains that examining the development of an L3/Ln phonological system and its effects on a previously acquired L2 phonological system can inform contemporary debates regarding the mental constitution of postcritical period adult phonological acquisition. We discuss the predictions and functional significance of the PPH for adult SLA and multilingualism studies, detailing a methodology that examines the effects of acquiring Brazilian Portuguese on the Spanish phonological systems learned before and after the so-called critical period (i.e., comparing simultaneous versus successive adult English-Spanish bilinguals learning Brazilian Portuguese as an L3).

What variables condition syntactic transfer? A look at the L3 initial state

This study investigates transfer at the third-language (L3) initial state, testing between the following possibilities: (1) the first language (L1) transfer hypothesis (an L1 effect for all adult acquisition), (2) the second language (L2) transfer hypothesis, where the L2 blocks L1 transfer (often referred to in the recent literature as the ‘L2 status factor’; Williams and Hammarberg, 1998), and (3) the Cumulative Enhancement Model (Flynn et al., 2004), which proposes selective transfer from all previous linguistic knowledge. We provide data from successful English-speaking learners of L2 Spanish at the initial state of acquiring L3 French and L3 Italian relating to properties of the Null-Subject Parameter (e.g. Chomsky, 1981; Rizzi, 1982). We compare these groups to each other, as well as to groups of English learners of L2 French and L2 Italian at the initial state, and conclude that the data are consistent with the predictions of the ‘L2 status factor’. However, we discuss an alternative possible interpretation based on (psycho)typologically-motivated transfer (borrowing from Kellerman, 1983), providing a methodology for future research in this domain to meaningfully tease apart the ‘L2 status factor’ from this alternative account.

Neurolinguistic measures of typological effects in multilingual transfer: introducing an ERP methodology

This article has two main objectives. First, we offer an introduction to the subfield of generative third language (L3) acquisition. Concerned primarily with modeling initial stages transfer of morphosyntax, one goal of this program is to show how initial stages L3 data make significant contributions toward a better understanding of how the mind represents language and how (cognitive) economy constrains acquisition processes more generally. Our second objective is to argue for and demonstrate how this subfield will benefit from a neuro/psycholinguistic methodological approach, such as event-related potential experiments, to complement the claims currently made on the basis of exclusively behavioral experiments.

The relationship between L3 transfer and structural similarity across L3 development: raising across an experience in Brazilian Portuguese

The present study examines three competing models of morphosyntactic transfer in third language (L3) acquisition, examining the particular domain of the feature configuration of embedded T in L3 Brazilian Portuguese (BP) at the initial stages and then through development. The methodology alternates Spanish and English as the L1 and L2 to tease apart the source of transfer to L3 BP. Results from a scalar grammaticality acceptability task show unequivocal transfer of Spanish irrespective of Spanish’s status as an L1 or L2. The data thus support the Typological Primacy Model (Rothman 2010, 2011, 2013a, 2013b), which proposes that multilingual transfer is selected by factors related to comparative structural similarity. Given that Spanish transfer at the L3 initial stages creates the need for feature reconfiguration to converge on the target BP grammar, the second part of this chapter examines the developmental consequences of what the TPM models in cases of non-facilitative initial transfer, that is, the developmental path of feature reconfiguration of embedded T in L3 BP by English/Spanish bilinguals. Given what these data reveal, we address the role of regressive transfer as a correlate of L3 proficiency gains.

L3 acquisition: a focus on cognitive approaches

Interest in third language (L3) acquisition has increased exponentially in recent years, due to its potential to inform long-lasting debates in theoretical linguistics, language acquisition and psycholinguistics. Researchers investigating child and adult L3 acquisition have, from the very beginning, considered the many different cognitive factors that constrain and condition the initial state and development of newly acquired languages, and their models have duly evolved to incorporate insights from the most recent findings in psycholinguistics, neurolinguistics and cognitive psychology. The articles in this Special Issue of Bilingualism: Language and Cognition, in dealing with issues such as age of acquisition, attrition, relearning, cognitive economy or the reliance on different memory systems –to name a few–, provide an accurate portrayal of current inquiry in the field, and are a particularly fine example of how instrumental research in language acquisition and other cognitive domains can be to one another.

"Portugal Vale A Pena" Un ritratto senza tempo del portogallo attraverso il prisma dei giornalisti

This dissertation aims at enhancing the cultural and linguistic skills in Portuguese of the author of this work, as it is a third language. This activity is carried out starting from the analysis and research of topics mentioned in a number of texts within a particular literary work, “Portugal Vale A Pena”. In this work, many Portuguese personalities express their vision on their country and state why Portugal matters. Since these texts have many cultural references, it can be assumed that such work of analysis and research can lead to better linguistic skills as well as a greater knowledge of the Portuguese culture. All of the chosen texts were originally written by journalists. This choice originates from the important service these professionals provide to the public as well as from the special role their work has played in my interpreting studies over the last couple of years. Chapter 1 explains why I chose this dissertation and who are the target users of these texts. Chapter 2 focuses on the role of journalists. A brief history of modern journalism is presented and its functions are analysed. This chapter also includes a section that examines which values make an event newsworthy. Attention is then paid to the evolution of Portuguese journalism, from Salazar's dictatorship until today. Teaching of journalism in Portuguese academia is also presented. Then, a selection of Portuguese-language media is offered. Chapter 3 focuses on some aspects of Portugal, with particular attention to its history. Finally, Chapter 4 presents a selection of texts from the original book. This part provides a biography of the authors, a translation with a comment and a presentation of some of the topics from the texts. To conclude, a glossary with words and expressions from the original text is included and their translations into Italian, Spanish and English are provided.

Wie lässt sich das Interesse am Erlernen von Deutsch als Fremdsprache (wieder) steigern? : Warum lernt man als schwedischer Schüler neben der eigenen Muttersprache gerade Deutsch als zweite Fremdsprache? Was sind Anreize dafür?

By the means of a questionnaire the present work examines the attitudes among pupils between the 5th and 9th grade towards choosing French, Spanish or German as their third language. The main question to be answered is "What needs to be improved to raise the interest in choosing specifically German as their preferred third language?". The other questions posed are for example "Do they want to study a language at all?", "Which language do they want to study and why?" or "What motivates them to keep studying generally?". The results show a high motivation and that the most pupils have already decided for a specific language at the middle of the 5th grade. Family and friends play a crucial role in choosing their language in combination with other factors such as the experiences of visiting countries or settings where the target language is used. To raise the popularity of German as the chosen language is not a short time project. More variation in teaching and real contact with German people, for instance language trips, needs to be done or improved. Nearly all of the pupils want to use modern techniques like chat or video conversations instead of just reading a text book.

The role of metalinguistic awareness and of L2 proficiency in positive lexical transfer from English (L2) to German (L3) by French-speaking Quebeckers

Il a été avancé que des apprenants expérimentés développeraient des niveaux élevés de conscience métalinguistique (MLA), ce qui leur faciliterait l’apprentissage de langues subséquentes (p.ex., Singleton & Aronin, 2007). De plus, des chercheurs dans le domaine de l’acquisition des langues tierces insistent sur les influences positives qu’exercent les langues précédemment apprises sur l’apprentissage formel d’une langue étrangère (p.ex., Cenoz & Gorter, 2015), et proposent de délaisser le regard traditionnel qui mettait l’accent sur l’interférence à l’origine des erreurs des apprenants pour opter pour une vision plus large et positive de l’interaction entre les langues. Il a été démontré que la similarité typologique ainsi que la compétence dans la langue source influence tous les types de transfert (p.ex., Ringbom, 1987, 2007). Cependant, le défi méthodologique de déterminer, à la fois l’usage pertinent d’une langue cible en tant que résultat d’une influence translinguistique (p.ex., Falk & Bardel, 2010) et d’établir le rôle crucial de la MLA dans l’activation consciente de mots ou de constructions reliés à travers différentes langues, demeure. La présente étude avait pour but de relever ce double défi en faisant appel à des protocoles oraux (TAPs) pour examiner le transfert positif de l’anglais (L2) vers l’allemand (L3) chez des Québécois francophones après cinq semaines d’enseignement formel de la L3. Les participants ont été soumis à une tâche de traduction développée aux fins de la présente étude. Les 42 items ont été sélectionnés sur la base de jugements de similarité et d’imagibilité ainsi que de fréquence des mots provenant d’une étude de cognats allemands-anglais (Friel & Kennison, 2001). Les participants devaient réfléchir à voix haute pendant qu’ils traduisaient des mots inconnus de l’allemand (L3) vers le français (L1). Le transfert positif a été opérationnalisé par des traductions correctes qui étaient basées sur un cognat anglais. La MLA a été mesurée par le biais du THAM (Test d’habiletés métalinguistiques) (Pinto & El Euch, 2015) ainsi que par l’analyse des TAPs. Les niveaux de compétence en anglais ont été établis sur la base du Michigan Test (Corrigan et al., 1979), tandis que les niveaux d’exposition ainsi que l’intérêt envers la langue et la culture allemandes ont été mesurés à l’aide d’un questionnaire. Une analyse fine des TAPs a révélé de la variabilité inter- et intra-individuelle dans l’activation consciente du vocabulaire en L2, tout en permettant l’identification de niveaux distincts de prise de conscience. Deux modèles indépendants de régressions logistiques ont permis d’identifier les deux dimensions de MLA comme prédicteurs de transfert positif. Le premier modèle, dans lequel le THAM était la mesure exclusive de MLA, a déterminé cette dimension réflexive comme principal prédicteur, suivie de la compétence en anglais, tandis qu’aucune des autres variables indépendantes pouvait prédire le transfert positif de l’anglais. Dans le second modèle, incluant le THAM ainsi que les TAPs comme mesures complémentaires de MLA, la dimension appliquée de MLA, telle que mesurée par les TAPs, était de loin le prédicteur principal, suivie de la dimension réflexive, telle que mesurée par le THAM, tandis que la compétence en anglais ne figurait plus parmi les facteurs ayant une influence significative sur la variable réponse. Bien que la verbalisation puisse avoir influencé la performance dans une certaine mesure, nos observations mettent en évidence la contribution précieuse de données introspectives comme complément aux résultats basés sur des caractéristiques purement linguistiques du transfert. Nos analyses soulignent la complexité des processus métalinguistiques et des stratégies individuelles, ce qui reflète une perspective dynamique du multilinguisme (p.ex., Jessner, 2008).

Spelling performance of third grade students : a comparison of whole-language-plus-strategy instruction, strategy instruction only, and the whole language approach

This study investigated three methods for teaching children how to spell. Third grade students were divided into three conditions for a one-week training period consisting of 15- to 20-minute lessons. One of the two experimental conditions used a whole language approach along with explicit strategy instruction. The second condition used strategy instruction within a traditional setting. The control used strictly a whole language approach to le~ing hO\\l to spell. The spelling perfonnance of all three conditions improved after the one-week training period. However, students in the strategy instruction groups did significantly better on the study "'7ords than the whole language only group. The students in whole-Ianguage-plusstrateg)! instruction outperformed both other groups. Significantly better spelling perfonnance was observed even at the nine-week posttest. This study frrst supported the hypothesis that children can make significantly greater improven1ents in their spelling when explicitly taught how to use spelling strategies. Secondl)', this study indicated that whole language provided a relevant context for the study words, clearly giving the students in the whole-Ianguage-plus-strategy condition an additional advantage.