Object pronouns in German L3 syntax: Evidence for the L2 status factor

By Ylva Falk, C. Bardel. 2011

251 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/d90922b3f132903d9b0a7822cd9ef5dac2ae0be5

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

L3 syntactic transfer selectivity and typological determinacy: The typological primacy model (2011, background): “Recall that it was argued that the experimental design and selection of the language pairings of the present L3 groups would ultimately permit a comparative test for the tenability of Bardel and Falk’s ‘L2 status factor’ and the currently proposed Typological Primacy Model (TPM).”
The scalpel model of third language acquisition (2017, background): “…privileged L1 transfer hypothesis (Hermas, 2010; Jin, 2009; Na Ranong & Leung, 2009); the L2 status factor model (L2 status) (Bardel & Falk, 2007; Falk & Bardel, 2011); the cumulative enhancement model (CEM) (Flynn, Foley, & Vinnitskaya, 2004); and the typological primacy model (TPM) (Rothman,…”
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).”
Crosslinguistic influence in the acquisition of a third language: The Linguistic Proximity Model (2017, result): “Evidence for the L2 Status Factor has generally been found in studies of English and other Germanic languages, typically focusing on word order phenomena (Bardel & Falk, 2007; Falk & Bardel, 2011).”
Linguistic and cognitive motivations for the Typological Primacy Model (TPM) of third language (L3) transfer: Timing of acquisition and proficiency considered* (2013, methodology): “The L2 Status Factor maintains that the L2 takes on a significantly stronger role than the L1 in the initial stages of L3 morphosyntactic acquisition (e.g. Bardel & Falk, 2007; Falk & Bardel, 2011).”