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Transfer in Third Language Acquisition: A Study of L2 Japanese Influence on the L3 Acquisition of Korean Postpositions

Ebru Türker
사단법인 한국언어학회 (The Linguistic Society of Korea)|2017.12|언어학 (EONEOHAG)|제79호|pp. 193-226|DOI 10.17290/jlsk.2017..79.193

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참고문헌

키워드

KoreanJapanesetransferL3 acquisitiontypological proximity
주제분류언어학

초록

This study analyzes second language transfer in third language acquisition. The L1 English participants were studying Korean either as an L2 (n = 23) or as an L3 (n = 22) after studying L2 Japanese. The study focuses on the Korean postpositions -ey, -eyse, and -(u)lo, which correspond to the Japanese postpositions -ni, -de, and -e. Beginning, intermediate, and advanced L2 and L3 Korean groups completed two tests (multiple choice and fill-in-the-blanks) in two particle use conditions (same vs. different in Japanese and Korean). Logistic mixed effects models found that both groups performed significantly better in the same than in the different particle use condition, indicating the influence of factors other than transfer. However, as proficiency increases, L3 learners performed better than L2 learners in the different particle use condition, suggesting different developmental trajectories. This finding implies that non-facilitative transfer can positively influence ultimate attainment

Abstract

This study analyzes second language transfer in third language acquisition. The L1 English participants were studying Korean either as an L2 (n = 23) or as an L3 (n = 22) after studying L2 Japanese. The study focuses on the Korean postpositions -ey, -eyse, and -(u)lo, which correspond to the Japanese postpositions -ni, -de, and -e. Beginning, intermediate, and advanced L2 and L3 Korean groups completed two tests (multiple choice and fill-in-the-blanks) in two particle use conditions (same vs. different in Japanese and Korean). Logistic mixed effects models found that both groups performed significantly better in the same than in the different particle use condition, indicating the influence of factors other than transfer. However, as proficiency increases, L3 learners performed better than L2 learners in the different particle use condition, suggesting different developmental trajectories. This finding implies that non-facilitative transfer can positively influence ultimate attainment

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