The role of L1 explicit metalinguistic knowledge in L3 oral production at the initial state*

By Ylva Falk, Christina Lindqvist, C. Bardel. Bilingualism: Language and Cognition, 2013

89 citations recorded by the source corpus.

In this study we explore the role of explicit metalinguistic knowledge (MLK) of first language (L1) in the learning of a third language (L3). We compare the oral production of 40 participants with varying degrees of explicit MLK of the L1, who are exposed to a completely new L3. In accordance with the second language (L2) status factor, which is further motivated by the distinction between implicit competence and explicit knowledge (Bardel & Falk, 2012; Paradis, 2009), we hypothesize that the participants with low explicit MLK in their L1 will transfer from their L2, and that the participants with high explicit MLK in the L1 will transfer from their L1. The structure of interest is adjective placement, which is the same in the L1 and the L3 (but not in the participants’ L2s). The results show that the degree of explicit MLK in the L1 plays a decisive role at the initial state of L3 learning.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/a18cd14fffa6cf7205a4d9347be7dc338f0c5cdd

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Citations in the corpus

A systematic review of transfer studies in third language acquisition (2018, background): “1 Recent instantiations of the model (Bardel and Sánchez, 2017; Falk et al., 2015) have begun to address certain subset situations within sequential bilingualism where the two-way distinction between implicit L1 competence and explicit L2 knowledge may not be so clear-cut, thus making it difficult…”