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In:L3 Development After the Initial State
Edited by Megan M. Brown-Bousfield, Suzanne Flynn and Éva Fernández-Berkes
[Studies in Bilingualism 65] 2023
► pp. 172–204

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L3 acquisition of Portuguese clefts by L1-Mandarin L2-English speakers

 | NOVA University of Lisbon
 | CLUL, School of Arts and Humanities, University of Lisbon
 | NOVA University of Lisbon
Published online: 9 October 2023
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https://doi.org/10.1075/sibil.65.08li
Abstract
This study explored the trajectory of L3 acquisition (L3A) of three structurally different clefts in European Portuguese (EP) by L1-Mandarin Chinese (MC) L2-English learners, within the framework of the Feature Reassembly Hypothesis (Lardiere, 2008, 2009). This study also considers the predictions of L3A models that differ with respect to the role of the previously acquired languages on the acquisition of a target L3. Regarding the analyzed structures, L1 factor models (e.g., Na Ranong & Leung, 2009) would predict an early acquisition of pseudoclefts, and a delay in acquiring é-que clefts and standard clefts. Models such as the Cumulative-Enhancement Model (Flynn et al., 2004), the Typological Primacy Model (Rothman, 2011), the Scalpel Model (Slabakova, 2017) and the Linguistic Proximity Model (Westergaard et al., 2017) would predict a facilitating L2 effect on the acquisition of standard clefts and pseudoclefts. 60 MC speakers across three proficiency levels and 21 EP speakers completed an acceptability judgment task (AJT) centered on EP clefts. The learners also performed an AJT of English clefts at a later time. The results suggested a scale of difficulty (standard cleft > pseudocleft > é-que cleft) in development up to advanced stages. The syntactic structure of standard clefts, essentially the left peripheral focus, could be mapped from the L2 onto the L3 lexical items before L3ers reach low-intermediate (B1), while the association of a [+ focus] feature on specific L3 items appears to cause difficulty in acquiring é-que clefts until the learners reach a more advanced (C1) level. The results supported a facilitating L2 effect on the acquisition of standard clefts, which contradicts predictions that would be made by L1 factor models.
Article outline
  • 1.Introduction
  • 2.Clefts in European Portuguese, MC, and English
    • 2.1Clefts in European Portuguese
      • 2.1.1É-que cleft
      • 2.1.2Standard cleft
      • 2.1.3Pseudocleft
    • 2.2Clefts in MC
      • 2.2.1Shì … de cleft constructions
        • 2.2.1.1Shì XP V O de cleft (hereinafter, V O de cleft)
        • 2.2.1.2Shì XP V de O cleft (hereinafter, V de O cleft)
      • 2.2.2(subject) V (O) de (X) shì NP pseudocleft construction
      • 2.2.3Bare-shì subject cleft construction
    • 2.3A note on English clefts
  • 3.Feature Reassembly Hypothesis and third/additional language acquisition
  • 4.The current study
    • 4.1Working hypotheses
      • 4.1.1Hypothesis 1: É-que clefts will display a delayed development
      • 4.1.2Hypothesis 2: Learners show acquisition of standard clefts at earlier stages
      • 4.1.3Hypothesis 3: Learners show acquisition of pseudoclefts at earlier stages
    • 4.2Methodology
    • 4.3Participants
    • 4.4Experimental design
    • 4.5Results
      • 4.5.1Results of the experimental EP task
      • 4.5.2Results of the complementary English task
  • 5.Discussion
  • 6.Conclusion
  • Notes
  • References
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