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dc.contributor.authorGonzález Alonso, Jorge
dc.contributor.authorRothman, Jason
dc.date.accessioned2016-10-05T12:02:47Z
dc.date.available2016-10-05T12:02:47Z
dc.date.issued2016-05-23
dc.description.abstract<b>Aims: </b>Over the past decade in particular, formal linguistic work within L3 acquisition has concentrated on hypothesizing and empirically determining the source of transfer from previous languages—L1, L2 or both—in L3 grammatical representations. In view of the progressive concern with more advanced stages, we aim to show that focusing on L3 initial stages should be one continued priority of the field, even—or especially—if the field is ready to shift towards modeling L3 development and ultimate attainment. <b>Approach: </b>We argue that L3 learnability is significantly impacted by initial stages transfer, as such forms the basis of the initial L3 interlanguage. To illustrate our point, the insights from studies using initial and intermediary stages L3 data are discussed in light of developmental predictions that derive from the initial stages models. <b>Conclusions:</b> Despite a shared desire to understand the process of L3 acquisition in whole, inclusive of offering developmental L3 theories, we argue that the field does not yet have—although is ever closer to—the data basis needed to effectively do so. <b>Originality:</b> This article seeks to convince the readership of the need for conservatism in L3 acquisition theory building, whereby offering a framework on how and why we can most effectively build on the accumulated knowledge of the L3 initial stages in order to make significant, steady progress. <b>Significance:</b> The arguments exposed here are meant to provide an epistemological base for a tenable framework of formal approaches to L3 interlanguage development and, eventually, ultimate attainment.en_US
dc.descriptionAccepted manuscript version. Publisher's version available at <a href=http://doi.org/10.1177/1367006916649265>http://doi.org/10.1177/1367006916649265</a>.en_US
dc.identifier.citationInternational Journal of Bilingualism 2016, 1-15en_US
dc.identifier.cristinIDFRIDAID 1375252
dc.identifier.doi10.1177/1367006916649265
dc.identifier.issn1367-0069
dc.identifier.issn1756-6878
dc.identifier.urihttps://hdl.handle.net/10037/9773
dc.language.isoengen_US
dc.publisherSAGE Publicationsen_US
dc.rights.accessRightsopenAccess
dc.subjectVDP::Humaniora: 000::Språkvitenskapelige fag: 010::Allmenn språkvitenskap og fonetikk: 011en_US
dc.subjectL3 acquisitionen_US
dc.subjectlearnabilityen_US
dc.subjectSubset Principleen_US
dc.subjectinitial stagesen_US
dc.subjectdevelopmental predictionsen_US
dc.titleComing of age in L3 initial stages transfer models: Deriving developmental predictions and looking towards the futureen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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