Abstract
The present study sheds light on cross-linguistic influence and language transfer in third or additional language learning and explores the factors affecting the learning of third or additional language in a multilingual context. It aims at investigating the extent to which the typologically more similar language influences the language being learned. This study was carried out with the participation of 30 third-year students in the foreign languages stream at Al-Kawakibi Secondary School-Touggourt in Algeria. The participants had Arabic as L1, French as L2, English as L3 and they were learning L4 German. The instruments included two translation tasks and a paragraph writing in German, in addition to a questionnaire about learners' self-rated language proficiency of their non-native languages. The findings show that students tend to translate into the language which is typologically more similar to German, in this case English, that influences learning L4 German the most.
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