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dc.contributor.authorPuig-Mayenco, Eloi
dc.contributor.authorRothman, Jason
dc.date.accessioned2020-04-23T08:52:28Z
dc.date.available2020-04-23T08:52:28Z
dc.date.issued2019-10-17
dc.description.abstractThe goal of this brief article is to highlight a specific methodological consideration pertaining to the examination of linguistic transfer in sequential language acquisition: When and how can transfer be meaningfully disentangled from issues pertaining to developmental trajectories of the target language? While this methodological issue is relevant for all transfer studies irrespective of learner type or linguistic domain of inquiry, herein we focus on a set of third language acquisition data. We examine the domain of negative quantifiers <i>nobody/nothing</i> and negative polarity items <i>anybody/anything</i> by Catalan-Spanish early bilinguals learning English as the L3 in adulthood. We offer two group analyses. The first is the superset of low beginner proficiency speakers (all participants taking part in a specially designed English course) and then a subset group (only those who were true <i>ab initio</i> L3 learners—that is, with no previous study of English). The analyses combine to show that exposure matters beyond proficiency—even when proficiency is held constant at very low levels, low proficiency L3 learners who have had some instruction/exposure to an L3 pattern differently from truly <i>ab initio</i> L3 learners. We discuss how this reality complicates isolating L3 transfer proper from effects of L3 development/acquisition and thus, by extension, to all cases of transfer such as adult and child L2.en_US
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Language Acquisition on 17 Oct 2019, available online: http://www.tandfonline.com/<a href=https://doi.org/10.1080/10489223.2019.1677668>https://doi.org/10.1080/10489223.2019.1677668</a>.en_US
dc.identifier.citationPuig-Mayenco E, Rothman J. Low proficiency does not mean ab initio: A methodological footnote for linguistic transfer studies. Language Acquisition. 2019;27(2):217-226en_US
dc.identifier.cristinIDFRIDAID 1734323
dc.identifier.doi10.1080/10489223.2019.1677668
dc.identifier.issn1048-9223
dc.identifier.issn1532-7817
dc.identifier.urihttps://hdl.handle.net/10037/18089
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.relation.journalLanguage Acquisition
dc.rights.accessRightsopenAccessen_US
dc.rights.holder© 2019 Taylor & Francis Group, LLCen_US
dc.subjectVDP::Humanities: 000::Linguistics: 010en_US
dc.subjectVDP::Humaniora: 000::Språkvitenskapelige fag: 010en_US
dc.titleLow proficiency does not mean ab initio: A methodological footnote for linguistic transfer studiesen_US
dc.type.versionacceptedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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