Abstract
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.
Highlights
In previous research on third language (L3) learning, it has been shown that transfer can occur both from the mother tongue (L1) and a second language (L2).1 Different factors which could explain why one particular language constitutes the transfer source have been discussed
We will argue that explicit metalinguistic knowledge (MLK) in the L1 can be a determining factor for transfer in L3 learning under certain circumstances
We will discuss some of these factors and interpret them within Paradis’ neurolinguistic framework, and discuss some studies that focus on the role of explicit MLK in L2 and L3 learning, in order to further our understanding of what determines the role of the background languages in L3 learning
Summary
In previous research on third language (L3) learning, it has been shown that transfer can occur both from the mother tongue (L1) and a second language (L2). Different factors which could explain why one particular language constitutes the transfer source have been discussed. According to the L2 status factor (Bardel & Falk, 2007; Falk & Bardel, 2010, 2011), a previously formally learned L2 is more likely to transfer into an L3 due to the many cognitive and situational characteristics that a formally learned L2 and a formally learned L3 have in common (among others, the degree of explicit MLK). If the learner has studied the L1 formally, s/he may have a relatively high degree of explicit MLK in the L1 In such cases, assuming that the L1 has reached an additional status which equals that of a formally learned L2, will transfer be more likely to stem from the L1? The explicit MLK of an L1 has much in common with the knowledge of the foreign languages L2/L3 and might be transferred into L3, following the same line of reasoning as in the case of the L2 status factor.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
