Article published in:
Linguistic Approaches to Bilingualism
Vol. 10:6 (2020) ► pp. 745–774

L1 and L2 transfer to L3 in L3 and L2 learners of Standard Arabic

| Utah State University
| University of Illinois at Urbana-Champaign
| University of Michigan
This study examines the influence of previously acquired languages – namely, Colloquial Arabic (CA) and English – on the acquisition of Standard Arabic (SA) by L3 and L2 learners. It reports on the role of typological and structural proximity in language transfer and whether transfer patterns change over time. The study involved 105 participants: 41 CA-L1, English-L2 learners of SA, 47 English-L1 learners of SA, and 17 Arabic-L1 speakers. The participants completed three written tasks focusing on: definite article use, verb subcategorization rules, and sentential negation. The results indicate that CA plays a positive role in L3 learners’ acquisition of SA, mainly in forms where SA and CA converge, whereas English seems to play more of a negative role for both L3 and L2 learners. Thus, structural proximity seems to play a positive role in transfer to the L3. Negative transfer, irrespective of proximity/distance, diminishes as learners advance in their study of SA.
Keywords: L3 acquisition, Arabic heritage speakers, language transfer
Article outline
  • 1.Introduction
  • 2.Areas under study
    • 2.1Definite article
    • 2.2Verb subcategorization
    • 2.3Sentential negation
  • 3.Previous research on language transfer in Arabic
  • 4.The study
  • 5.Methods
    • 5.1Participants
    • 5.2Tasks and procedure
  • 6.Results
    • 6.1Definite article
    • 6.2Verb subcategorization rules
    • 6.3Sentential negation
  • 7.Discussion and conclusion
  • Notes
  • References
Published online: 25 February 2019
https://doi.org/10.1075/lab.18013.alb
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