The Cumulative-Enhancement Model for Language Acquisition: Comparing Adults' and Children's Patterns of Development in First, Second and Third Language Acquisition of Relative Clauses

By Suzanne Flynn, C. Foley, Inna Vinnitskaya. 2004

476 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/7e08462f187d55765f33d6ca3c562e3597eed3cd

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Citations in the corpus

Cross-linguistic influence in L3 phonological acquisition (2010, background): “The vast majority of publications on L3 acquisition so far have focussed on cross-linguistic influence in the area of lexis (e.g. Ecke, 2001; Herwig, 2001; Ringbom, 2001), morphology and syntax (e.g. Flynn et al., 2004; Gibson, Hufeisen, & Libben, 2001; Klein, 1995).”
The study of the role of the background languages in third language acquisition. The state of the art (2010, methodology): “The CEM as proposed by Flynn et al. (2004) suggested that both L1 and/or L2 can be transferred equally, but only in a positive sense yielding correct structures if the parameter/feature is present in either of the background languages (cf. also Leung, e.g., 2006), hence it makes no such strong predi”
L3 syntactic transfer selectivity and typological determinacy: The typological primacy model (2011, background): “This article endeavors to test three such proposals: the Cumulative Enhancement Model (Flynn et al., 2004); the ‘L2 status factor’ (Bardel and Falk, 2007) and the Typological Primacy Model (see Section III).”
A systematic review of transfer studies in third language acquisition (2018, unknown): “…operationalizes two different, but related, theoretical positions: that transfer obtains selectively on a property-by-property basis (e.g., Flynn, Foley, and Vinnitskaya, 2004; Slabakova, 2017), and that it may consist of a combined influence from both languages, even within a single…”
What is special about L3 processing?* (2013, background): “Flynn, Foley and Vinnitskaya (2004, p. 4) claim that we need an L3 in order to study language acquisition: We argue that a comparison of L1 and L2 acquisition alone, however is not sufﬁcient in terms of our understanding of the human capacity for language.”
Object pronouns in German L3 syntax: Evidence for the L2 status factor (2011, methodology): “For instance, Flynn et al. (2004), with the Cumulative Enhancement Model (CEM), and Leung (2005) suggest that both L1 and L2 have an impact on the L3 syntax.”
On the typological economy of syntactic transfer: Word order and relative clause high/low attachment preference in L3 Brazilian Portuguese (2010, background): “Although the majority of L3 studies have not been done from the UG perspective, recent studies within this paradigm have emerged focusing on the question of how previous language experience adds to, subtracts from or alters the multilingual learning task of adult learners in the domain of morphosynt”
The role of the second language in third language acquisition: the case of Germanic syntax (2007, background): “…c) Properties of the L2 are transferred (the L2 transfer hypothesis). d) Transfer occurs according to the Cumulative Enhancement Model of Flynn et al. (2004). a The non-transfer hypothesis: According to this hypothesis, all learners proceed uniformly in development, independently of the…”
What variables condition syntactic transfer? A look at the L3 initial state (2010, background): “1 Flynn et al., 2004 As one of the first generative attempts at modeling morphosyntactic multilingual transfer, Flynn et al. (2004) argued that there is no necessary L1 transfer effect in L3/Ln acquisition in adulthood.”
Linguistic and cognitive motivations for the Typological Primacy Model (TPM) of third language (L3) transfer: Timing of acquisition and proficiency considered* (2013, background): “Flynn et al. (2004) base their claims on data from the production of restrictive relative clauses in L1 Kazakh/L2 Russian/L3English speakers.”
Crosslinguistic influence in the acquisition of a third language: The Linguistic Proximity Model (2017, methodology): “We then consider models that focus on the role of structural factors, the Cumulative Enhancement Model (CEM; Berkes & Flynn, 2012; Flynn et al., 2004) and typology-based models such as the Interlanguage Transfer Hypothesis (ITH; Leung, 1998, 2003) and the Typological Primacy Model (TPM; Rothman,…”
Clitics and object expression in the L3 acquisition of Brazilian Portuguese: Structural similarity matters for transfer (2011, background): “Does it come from both languages (Flynn et al., 2004), or from ‘none’ (Håkansson et al., 2002)?”
The scalpel model of third language acquisition (2017, background): “The author looked at knowledge of restrictive relative clauses (RCs), as in Flynn et al. (2004).”