Learner corpora and cross-linguistics influence in third language acquisition

Abstract

The Learner Corpora of Modern Languages at CUHK currently under construction have the potential to make significant contributions to the emerging field of third language acquisition (TLA). The acquisition of a third language raises new questions which distinguish this developing field from Second Language Acquisition (Leung 2007). In particular, cross-linguistic influence becomes more complex (Cenoz et al 2001). We discuss some fundamental issues for TLA research in Hong Kong where the majority of learners are native speakers of Cantonese and L2 learners of English. These learners begin to acquire the target L3 (French, German, Spanish and Korean etc.) when they embark on university education. Theoretically, the question of the initial state of L3 knowledge arises (Leung 2005): does the first language or the second language grammar provide the starting point for grammatical development of a third language? And is the point of departure determined by psychotypology, the learner’s perception of similarity between languages (Kellerman 1979)? In principle, direct transfer from L1, indirect transfer from L1 to L3 via L2, and direct transfer from L2 to L3 are possible. We show that all three possibilities are attested in the L3 acquisition of French and German in Hong Kong. In addition, reverse transfer, such as influence from L3 to L2, may occur (Jarvis & Pavlenko 2008). We demonstrate how reverse transfer can be positive, negative or neutral (Cheung et al. 2011, Hui 2010). Reverse transfer to English as L2 has practical as well as theoretical implications in the Hong Kong context.

The Learner Corpora of Modern Languages at CUHK currently under construction have the potential to make significant contributions to the emerging field of third language acquisition (TLA). The acquisition of a third language raises new questions which distinguish this developing field from Second Language Acquisition (Leung 2007). In particular, cross-linguistic influence becomes more complex (Cenoz et al 2001). We discuss some fundamental issues for TLA research in Hong Kong where the majority of learners are native speakers of Cantonese and L2 learners of English. These learners begin to acquire the target L3 (French, German, Spanish and Korean etc.) when they embark on university education. Theoretically, the question of the initial state of L3 knowledge arises (Leung 2005): does the first language or the second language grammar provide the starting point for grammatical development of a third language? And is the point of departure determined by psychotypology, the learner’s perception of similarity between languages (Kellerman 1979)? In principle, direct transfer from L1, indirect transfer from L1 to L3 via L2, and direct transfer from L2 to L3 are possible. We show that all three possibilities are attested in the L3 acquisition of French and German in Hong Kong. In addition, reverse transfer, such as influence from L3 to L2, may occur (Jarvis & Pavlenko 2008). We demonstrate how reverse transfer can be positive, negative or neutral (Cheung et al. 2011, Hui 2010). Reverse transfer to English as L2 has practical as well as theoretical implications in the Hong Kong context.