LEADER 05780nam 2200745Ia 450 001 9910453113203321 005 20200520144314.0 010 $a1-283-89538-2 010 $a90-272-7303-0 035 $a(CKB)2550000000711183 035 $a(EBL)1093088 035 $a(OCoLC)823388703 035 $a(SSID)ssj0000785233 035 $a(PQKBManifestationID)12360013 035 $a(PQKBTitleCode)TC0000785233 035 $a(PQKBWorkID)10794347 035 $a(PQKB)11119740 035 $a(MiAaPQ)EBC1093088 035 $a(Au-PeEL)EBL1093088 035 $a(CaPaEBR)ebr10636602 035 $a(CaONFJC)MIL420788 035 $a(EXLCZ)992550000000711183 100 $a20120822d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aThird language acquisition in adulthood$b[electronic resource] /$fedited by Jennifer Cabrelli Amaro, Suzanne Flynn, Jason Rothman 210 $aAmsterdam ;$aPhiladelphia $cJohn Benjamins Pub. Co.$d2012 215 $a1 online resource (320 p.) 225 0 $aStudies in bilingualism ;$vv. 46 300 $aDescription based upon print version of record. 311 $a90-272-4187-2 320 $aIncludes bibliographical references and index. 327 $aThird 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 state 327 $a5. 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. Introduction 327 $a2. 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 feedforward 327 $a3.3 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 processing 327 $a3.9 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 Hypothesis 327 $a3. L3A data meet the L2A hypotheses 330 $aResearch on the phonological acquisition of a third language (L3) is still in its infancy; therefore, the present contribution is intended to further investigate the area by focusing on the phenomenon of foreign accentedness and the widely disputed sources of cross-linguistic influence in L3 phonology. The study employs the technique of perceptual judgement of a foreign accent in a third language. It aims to determine whether trilingual speakers of typologically unrelated languages (i.e. L1 Polish, L2 French and L3 English) have a tendency toward L1- or L2-accented speech in L3 performance and 410 0$aStudies in Bilingualism 606 $aAdult education 606 $aLanguage acquisition 606 $aLanguage and languages$xStudy and teaching 606 $aLanguage transfer (Language learning) 606 $aMultilingualism 608 $aElectronic books. 615 0$aAdult education. 615 0$aLanguage acquisition. 615 0$aLanguage and languages$xStudy and teaching. 615 0$aLanguage transfer (Language learning) 615 0$aMultilingualism. 676 $a404.2 701 $aCabrelli Amaro$b Jennifer$0999764 701 $aFlynn$b Suzanne$0999765 701 $aRothman$b Jason$0995389 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910453113203321 996 $aThird language acquisition in adulthood$92295003 997 $aUNINA