L1, L2의 역할이 제3언어인 영어 학습에 미치는 영향

The Role of L1 and L2 on Learning English As an L3 - From a Syntactic Point of View -

In this study, the investigation of third language (L3) acquisition by Foreign-born Youth, accompanied by their mothers from China will be addressed. Their first language (L1) is Chinese and I insist that second language (L2) is Korean and third language (L3) is English. Two groups of participants will be tested on four syntactic features: word orders, relative clauses, wh-movements and quantifiers. The results will be compared with three hypotheses: the Cumulative Enhancement Model (CEM), the Typological Primacy Model (TPM) and the L2 Status Model. CEM argues that the L1 does not play a privileged role in subsequent acquisition and can determine grammatical properties of all prior languages known potentially subsequent patterns. TPM is consistent with CEM but is different. TPM maintains that language acquisition can be appreciated as a cumulative and selective process which operate under the principles of universal economy. However, L2 status factor indicates that syntactic structures are more easily transferred from L2 than from L1 in the initial state of L3 acquisition. The ongoing study has not yet been tested based on the theories that have been reviewed above, but it is now scheduled to have tests conducted on transfer of L3 acquisition. I will examine whether the results of these experiments match the main theories and then prove the theories so far stated in this paper. These works will be complemented by more studies of Foreign-born Youth in countries including: the Philippines, Japan, Russia and Kazakhstan.