Structural transfer in third language acquisition: the case of Lingala-French speakers acquiring English

Kabasele, Philothe

Permalink

https://hdl.handle.net/2142/72923 Copy

Description

Title

Structural transfer in third language acquisition: the case of Lingala-French speakers acquiring English

Author(s)

Kabasele, Philothe

Issue Date

2015-01-21

Director of Research (if dissertation) or Advisor (if thesis)

Ionin, Tania

Department of Study

Linguistics

Discipline

Linguistics

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

M.A.

Degree Level

Thesis

Keyword(s)

• Structural transfer
• Third language acquisition
• Cumulative Enhancement Model
• L2 status factor
• Typological Primacy Model
• French Lingala
• English
• Simple Past Tense
• Present Perfect Tense
• Recent Past
• Remote Past

Abstract

This paper tests the claims of Cumulative Enhancement Model, the ‘L2 status factor’, and the Typological Primacy Model in investigating how L1 Lingala, L2 French speakers express in English an event which took place and was completed in the past. The linguistic phenomena under study inform us that English uses the simple past in a past completed event while French and Lingala use the ‘passé composé’ and the remote or recent past, respectively. The study circumscribes the tense similarities and differences between the three languages. The research questions run as: 1. Which previously acquired language between the L1, L2, or both L1 & L2 overrides in L3 syntactic transfer? 2. Is the L2 the privileged source of syntactic transfer even when the L1 offers syntactic similarities with the L3? 3. Are subjects more accurate when communicating in explicit mode than in implicit mode? That is, do subjects make less transfer errors in a task that promotes reliance on explicit knowledge than they do in task that promotes reliance on implicit knowledge? The findings of the study show that subjects used the simple past tense in the context of a past completed event. The use of the simple past tense in the context of a past completed event might be attributed to transfer from the L1 or might be considered as a consequence of positive learning. The results further show that subjects have transferred more explicit knowledge than implicit. And the results have ruled out the L2-status factor claim that the L2 is the privileged source of transfer in L3 acquisition.

Graduation Semester

2014-12

Permalink

http://hdl.handle.net/2142/72923

Copyright and License Information

Copyright 2014 Philothe Mwamba Kabasele

Owning Collections