| Title: | Rolul L2 în achiziţionarea L3: o comparaţie a competenţei lexicale a elevilor unilingvi vs. bilingvi |
| Author: | Timea Molnár |
| Publication: | Limbă, identitate, multilingvism şi politici educaţionale, p. 141 |
| ISBN: | 978-606-92223-7-9 |
| Editors: | Horváth István, Tódor Erika Mária |
| Publisher: | Editura Institutului pentru Studierea Problemelor Minorităţilor Naţionale |
| Place: | Cluj-Napoca |
| Year: | 2010 |
| Abstract: | [The Role of the L2 in L3 Acquisition: Comparing the Lexical Competences of Monolingual and Bilingual Students] This paper focuses on the differences between L2 acquisition and L3 acquisition, namely the effect of bilingualism and that of the L2 on the acquisition of an additional language. This study is based on the assessment of the English lexical competence of Hungarian monolingual, Hungarian–Romanian bilingual and Romanian monolingual students, all of whom are learners of English as an L2 or an L3. In analysing the overall scores of the three groups, it was found that the Hungarian-Romanian bilingual group achieved higher vocabulary scores than the Hungarian monolingual group, and the Romanian monolingual group outperformed both of the other two groups. The study also focuses on the performance of the three groups concerning cognate and non-cognate target words. The same pattern was noticed in the scores on these target words as well. The scores of the three groups on cognate target words show that the cognate facilitating effect is at work, since those students who also spoke Romanian, which is typologically closer to English than Hungarian is, had better results than those who did not speak Romanian. In addition to this, evidence of the finite effort effect was found as well, since the students who had a command of Romanian not only performed better on cognates but on non-cognates as well. The data from the retrospective interviews provides evidence of the metalinguistic awareness of bilingual students, since they consciously chose to rely on that previously learnt language that they perceived to be of more help in solving a problem in their L3. The findings of this study reveal that bilingualism does have a positive effect on L3 acquisition but the attributes of the previously learnt languages have an important role as well, since the Romanian monolinguals scored better than the Hungarian-Romanian bilinguals. This means that in this particular case the knowledge of Romanian, which is typologically related to English, had a more important role than bilingualism. |
| Language: | Romanian |
| Links: |  html |
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