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In:L3 Syntactic Transfer: Models, new developments and implications
Edited by Tanja Angelovska and Angela Hahn
[Bilingual Processing and Acquisition 5] 2017
► pp. 85–101

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Chapter 4
The L2 status factor hypothesis revisited

The role of metalinguistic knowledge, working memory, attention and noticing in third language learning

Published online: 15 August 2017
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https://doi.org/10.1075/bpa.5.05bar
Abstract
This chapter provides a nuanced view of the L2 status factor model, emphasizing explicit metalinguistic knowledge as the key factor governing transfer, together with individual differences in working memory and the operations associated with it. We argue that individual differences regarding the degree of explicit metalinguistic knowledge attained either in the L1 or in the L2 and differences when it comes to working memory, attention and noticing should be taken in consideration when accounting for transfer from previously acquired or learned languages in L3 learning.
Article outline
  • Introduction
  • The D/P model and the role of metalinguistic knowledge
  • Predictions from the D/P model on transfer in language learning
  • The L2 status factor and its relation to MLK in both L2 and L1
  • The role of noticing, attention and working memory in non-native language learning
  • Final remarks
  • Acknowledgments
  • Notes
  • References
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