Third or Additional Language Acquisition

By G. D. Angelis. 2007

512 citations recorded by the source corpus.

1. The Multilingual Learner and Speaker 2. Factors Affecting Non-native Language Influence 3. What can be Transferred from One or More Non-native Language to Another 4. Multilingual Speech Production 5. The Multilingual Lexicon 6. Prior Language Knowledge, Cognitive Development and the Language Acquisition Process 7. Conclusion References Index

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/78e1ed50b79739cef22d6385e324408cc54da9d5

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Citations in the corpus

Teachers’ beliefs about multilingualism and a multilingual pedagogical approach (2016, background): “…shown, for example, that multilinguals demonstrate superior metalinguistic and metacognitive abilities, such as the ability to draw comparisons between different languages and to reflect on and employ appropriate learning strategies (for reviews, see Cenoz, 2003; De Angelis, 2007; Jessner, 2008).”
The Routledge handbook of English language teaching (2018, background): “Through contextualised examples, students can better understand how discourse/situational contexts and a speaker’s construal/focus determine our lexicogrammatical choices and how such choices are often culturally prescribed acts of perspective taking.”
A systematic review of transfer studies in third language acquisition (2018, background): “Accumulating evidence seems to indicate that third or more language (L3/L n ) acquisition presents differently from second language acquisition (L2) (see De Angelis, 2007; Falk and Bardel, 2010; González Alonso, Rothman, Berndt, Castro, and Westergaard, 2017).”
Multilingualism, empathy and multicompetence (2012, background): “We are obviously aware of the recent surge of research on the linguistic effects of multilingualism in additional language learning and usage (De Angelis, 2007; De Angelis & Dewaele, 2011), but this lies outside the scope of the present paper.”
Examining the impact of L2 English on L3 selves: A case study (2011, background): “Nevertheless, most SLA scholars, as Dörnyei (2009a) notes, still tend to underplay or even ignore the differences between L2 and L3 acquisition, adopting what De Angelis (2007) describes as a ‘no difference assumption’.”
Cross-linguistic influence in L3 phonological acquisition (2010, background): “…on L3 acquisition has greatly increased, as witnessed in publications such as Cenoz and Jessner (2000), Cenoz, Hufeisen, and Jessner (2001), de Angelis (2007) and Hufeisen and Fouser (2005), and models of multilingual speech production have been proposed (e.g. de Angelis, 2007; Hufeisen,…”
Foreign Language Teaching and Learning (2015, unknown): “Studies also provide evidence for stronger language transfer between L2 and L3 rather than L3 and L1 (De Angelis, 2007; Wrembel, 2010).”
Crosslinguistic influence in the acquisition of a third language: The Linguistic Proximity Model (2017, background): “…CLI, including order of acquisition (e.g. Bardel & Falk, 2007; Jin, 2009; Na Ranong & Leung, 2009) and typological proximity (either perceived psychotypological proximity or similarity at the structural level, e.g. De Angelis, 2007; Foote, 2009; Leung, 1998, 2003; Rothman & Cabrielli Amaro, 2010).”
Anxiety and EFL: does multilingualism matter? (2013, background): “For example, some researchers have found language effects for even very low levels of a nonnative language (Aronin and Singleton 2012; De Angelis 2007), challenging the notion that a learner must have high levels of proficiency in all of the languages in question in order to be considered…”