06193nam 2200877Ia 450 991081730050332120240313101245.01-283-89538-290-272-7303-0(CKB)2550000000711183(EBL)1093088(OCoLC)823388703(SSID)ssj0000785233(PQKBManifestationID)12360013(PQKBTitleCode)TC0000785233(PQKBWorkID)10794347(PQKB)11119740(MiAaPQ)EBC1093088(Au-PeEL)EBL1093088(CaPaEBR)ebr10636602(CaONFJC)MIL420788(EXLCZ)99255000000071118320120822d2012 uy 0engur|n|---|||||txtccrThird language acquisition in adulthood /edited by Jennifer Cabrelli Amaro, Suzanne Flynn, Jason Rothman1st ed.Amsterdam ;Philadelphia John Benjamins Pub. Co.20121 online resource (320 p.)Studies in bilingualism ;v. 46Description based upon print version of record.90-272-4187-2 Includes bibliographical references and index.Third Language Acquisition in Adulthood; Editorial page; Title page; LCC data; Table of contents; Acknowledgments; Introduction. Third language (L3) acquisition in adulthood; References; Part 1. Theory; L3 morphosyntax in the generative tradition; 1. Generative theory and acquisition: A concise overview of relevant issues; 2. Why L3 as opposed to adult L2 acquisition?; 3. The initial state and different proposals for L3/Ln; 3.1 Absolute L1 transfer; 3.2 The L2 status factor; 3.3 The Cumulative-Enhancement Model (CEM); 3.4 The Typological Primacy Model; 4. Beyond the initial state5. Final thoughts and future directionsReferences; L3 phonology; 1. Introduction; 2. Existing research; 2.1 Facilitation of additional language learning; 2.2 Factors in L3 phonological transfer; 3. Theoretical issues; 3.1 Generative L3 morphosyntax models; 3.2 The L3 initial stages and Optimality Theory; 4. Methodological issues; 4.1 Overview; 4.2 Perception studies; 4.3 Selection of properties; 4.4 Proficiency measurement; 4.5 Subject pools and language groups; 4.6 Data analysis; 5. Conclusion; References; The L2 status factor and the declarative/procedural distinction; 1. Introduction2. A short overview of important factors for transfer into L33. The L2 status factor: Background; 4. A model for L3 learning (Falk & Bardel 2010, 2011); 5. A neurolinguistic approach to L3 learning; 6. Implications and future directions; References; Rethinking multilingual processing; 1. Main characteristics of current models of multilingual processing; 2. Characteristics of complex dynamic systems; 3. A different perspective on processing models; 3.1 Language processing is modular; 3.2 Language processing is incremental, and there is no internalfeedback or feedforward3.3 Isolated elements can be studied without taking into account the largerlinguistic and social context of which they are a part3.4 Individual monologue, rather than interaction,is the default speaking situation; 3.5 Language processing is seen primarily as operations on invariantand abstract representations; 3.6 Language processing can be described using a steady state model; 3.7 Various experimental techniques will provide us with reliableand valid data on the workings of the model; 3.8 Characteristics of DST-based models of bilingual processing3.9 From group studies to individual case studies of multilinguals4. Multilingualism and DST; 5. Conclusion; References; Multilingual lexical operations; 1. The general notion of cross-linguistic influence:A historical thumbnail sketch; 2. Debates concerning cross-lexical connectivity; 3. Cross-lexical interaction as integrated blur; 4. Conclusion; References; L3/Ln acquisition; 1. Introduction; 2. Four theoretical proposals explaining linguistic difficulty; 2.1 The Interpretability Hypothesis; 2.2 The Interface Hypothesis; 2.3 The Feature Reassembly Hypothesis; 2.4 The Bottleneck Hypothesis3. L3A data meet the L2A hypothesesResearch on the phonological acquisition of a third language (L3) is still in its infancy; therefore, the present contribution is intended to further investigate the area by focusing on the phenomenon of foreign accentedness and the widely disputed sources of cross-linguistic influence in L3 phonology. The study employs the technique of perceptual judgement of a foreign accent in a third language. It aims to determine whether trilingual speakers of typologically unrelated languages (i.e. L1 Polish, L2 French and L3 English) have a tendency toward L1- or L2-accented speech in L3 performance andStudies in BilingualismAdult educationLanguage acquisitionLanguage and languagesStudy and teachingLanguage transfer (Language learning)MultilingualismAdquisició d'una segona llenguathubMultilingüismethubAccentuació (Lingüística)thubFonologiathubEducació d'adultsthubLlibres electrònicsthubAdult education.Language acquisition.Language and languagesStudy and teaching.Language transfer (Language learning)Multilingualism.Adquisició d'una segona llenguaMultilingüismeAccentuació (Lingüística)FonologiaEducació d'adults404.2Cabrelli Amaro Jennifer1610160Flynn Suzanne1610161Rothman Jason1610162MiAaPQMiAaPQMiAaPQBOOK9910817300503321Third language acquisition in adulthood3937792UNINA