The influence of L2 English on L3 French acquisition in bilingual education [*] *
In the present paper, we compare L2 English influence on French third language acquisition (L3A) in first-year and
third-year bilingual stream secondary school students and in third-year mainstream secondary school students by means of a
gap-filling task. We found that the influence of L2 English on French L3A increases from first- to third-year bilingual students,
which is not the case in the mainstream group. This raises the question if L2 influence on L3A in bilingual education is the
result of the increased L2 exposure or of a higher L2 proficiency, factors that both have been claimed to play a role in
L3A-research (Hammarberg, 2001; Tremblay,
2006; Jaensch, 2009). The results of this study show that there is no
individual correlation between L2 English proficiency and influence of English in L3 French learning. Therefore, we suggest that
it is L2 exposure rather than L2 proficiency that leads to more influence of the L2 in L3 French.
Article outline
- 1.Introduction
- 2.Theoretical background
- 2.1Bilingual education and further language learning
- 2.2The L2 in L3 learning: L2 exposure vs L2 proficiency
- 3.Design of this study
- 3.1Research questions
- 3.2Finite verb placement in Dutch, English and French
- 3.3Context and participants
- 3.4Experiments
- 3.4.1The French GFT
- 3.4.2The L2 proficiency test
- 3.5Procedure and analysis
- 4.Results
- 4.1Adv-V word order in French
- 4.2English proficiency and the use of the English word order in French
- 5.Discussion
- 6.Conclusion
- Acknowledgements
- Notes
-
References
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