In:L3 Syntactic Transfer: Models, new developments and implications
Edited by Tanja Angelovska and Angela Hahn
[Bilingual Processing and Acquisition 5] 2017
► pp. v–viii
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Published online: 15 August 2017
https://doi.org/10.1075/bpa.5.toc
https://doi.org/10.1075/bpa.5.toc
Table of contents
Acknowledgments
IX
L3 syntactic transfer – an integrative approach
1
Tanja Angelovska
Angela Hahn
Part I.Refining the existing models on L3 syntactic transfer
Chapter 1.Language control in the context of L3 acquisition: The centrality of individual differences
13
David W. Green
Chapter 2.Toward a new understanding of syntactic CLI: Evidence from L2 and L3 acquisition
35
Suzanne Flynn
Éva Berkes
Chapter 3.Testing the current models of third language acquisition
63
Roumyana Slabakova
Maria del Pilar Mayo García
Chapter 4.The L2 status factor hypothesis revisited: The role of metalinguistic knowledge, working memory, attention and noticing in third language learning
85
Camilla Bardel
Laura Sánchez
Chapter 5.Transfer or no transfer; that is the question: The role of the L1 & L2 in L3 acquisition
103
Karoline Wirbatz
Pascal Buttkewitz
Part II.New empirical studies on L3 syntactic transfer
Chapter 6.On pronouns that drop (out of German)
127
Ylva Falk
Chapter 7.Transfer effects in the acquisition of double object constructions in English as an L3
143
Ainara Imaz Agirre
María del Pilar García Mayo
Chapter 8.L3 morphosyntactic effects on L1 vs. L2 systems: The Differential Stability Hypothesis
173
Jennifer Cabrelli Amaro
Chapter 9.(When) do L3 English learners transfer from L2 German? Evidence from spoken and written data by L1 Russian speakers
195
Tanja Angelovska
Chapter 10.Transfer from an L2 in third language learning: A study on L2 proficiency
223
Laura Sánchez
Camilla Bardel
Part III.Implications for instructed L3 Acquisition
Chapter 11.Input processing and processing instruction: Pedagogical and cognitive considerations for L3 acquisition
253
Alessandro Benati
John W. Schwieter
Chapter 12.From theory to practice in multilingualism: What theoretical research implies for third language learning
277
Jorge González Alonso
Jason Rothman
Chapter 13.Input-Practice-Output: A method for teaching L3 English after L2 German with a focus on syntactic transfer
299
Angela Hahn
Tanja Angelovska
About the contributors
321
Index
325
