Part of
The Exploration of Multilingualism: Development of research on L3, multilingualism and multiple language acquisitionEdited by Larissa Aronin and Britta Hufeisen
[AILA Applied Linguistics Series 6] 2009
► pp. 79–102
Edited by Larissa Aronin and Britta Hufeisen
[AILA Applied Linguistics Series 6] 2009
► pp. 79–102
5. The role of prior knowledge in L3 learning and use
Further evidence of psychotypological dimensions
This chapter reports on two studies. The first study examines the learning of French as an L3 by Anglophone students of French whose L2 was Irish and by balanced bilinguals. The second study investigates German as L3 with reference to two groups of English-speaking participants who have Irish as a longstanding L2. The studies show the psychotypological factor to be an important component of participants’ cross-linguistic consultation when faced with challenges in their L3.
Cited by (17)
Cited by 17 other publications
Aronin, Larissa & Laurent Moccozet
2023. Dominant Language Constellations: towards online computer-assisted modelling. International Journal of Multilingualism 20:3 ► pp. 1067 ff. 
Mitrofanova, Natalia, Evelina Leivada & Marit Westergaard
2023. Crosslinguistic influence in L3 acquisition. Linguistic Approaches to Bilingualism 13:5 ► pp. 717 ff.
Baldo, Alessandra
2022. Formas lexicais desviantes por aprendizes de Português L2. Revista Linguagem em Foco 13:4 ► pp. 134 ff.
Markey, Michael
2022. Learning a foreign language in immersion and second language acquisition contexts – students’ multilingual experiences with French in Ireland. Journal of Immersion and Content-Based Language Education 10:1 ► pp. 33 ff.
Markey, Michael
2022. Linguistic plurality in context. European Journal of Language Policy 14:1 ► pp. 3 ff.
Nelson, Christina, Iga Krzysik, Halina Lewandowska & Magdalena Wrembel
2021. Multilingual learners’ perceptions of cross-linguistic distances: a proposal for a visual psychotypological measure. Language Awareness 30:2 ► pp. 176 ff.
Singleton, David & Colin J. Flynn
2021. Language aptitude, language interaction and age of language learning. Language, Interaction and Acquisition 12:2 ► pp. 284 ff.
Alsaawi, Ali
2020. Plurilingualism and monolingualism in foreign language classrooms: The perspective of EFL teachers in Saudi Arabia. Journal of Language and Cultural Education 8:1 ► pp. 15 ff.
Hofer, Barbara & Ulrike Jessner
2019. Multilingualism at the primary level in South Tyrol: how does multilingual education affect young learners’ metalinguistic awareness and proficiency in L1, L2 and L3?. The Language Learning Journal 47:1 ► pp. 76 ff.
Pfenninger, Simone & Richard Watts
2019. English in Switzerland. In English in the German-Speaking World, ► pp. 315 ff.
Singleton, David & Simone E. Pfenninger
2019. Exploring a poorly understood variable: An agenda for classroom research on the age factor. Language Teaching 52:1 ► pp. 111 ff.
Hammarberg, Björn
2018. L3, the tertiary language. In Foreign Language Education in Multilingual Classrooms [Hamburg Studies on Linguistic Diversity, 7], ► pp. 127 ff.
Laoire, Muiris Ó.
2014. Learners’ Reflections on Their Narratives on L2 and L3 Learning. In Essential Topics in Applied Linguistics and Multilingualism [Second Language Learning and Teaching, ], ► pp. 235 ff.
Mutta, Maarit
2014. Cross-linguistic influence in an oral translation task by L3 French learners. Language, Interaction and Acquisition 5:2 ► pp. 279 ff.
Jessner, Ulrike
2012. Dynamics of Multilingualism. In The Encyclopedia of Applied Linguistics,
MacKenzie, Ian
2012. English as a lingua franca in Europe: bilingualism and multicompetence. International Journal of Multilingualism 9:1 ► pp. 83 ff.
MacKenzie, Ian
2016. Multi-competence and English as a lingua franca. In The Cambridge Handbook of Linguistic Multi-Competence, ► pp. 478 ff.
This list is based on CrossRef data as of 12 september 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.