Transfer at the initial stages of L3 Brazilian Portuguese: A look at three groups of English/Spanish bilinguals

David Giancaspro · Becky Halloran · Michael Iverson

67 citations0/0 files storedBilingualism Language and Cognition

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EFL/ESL Teaching and Learning Language Development and Disorders Neurobiology of Language and Bilingualism

Abstract

This study examines three formal linguistic acquisition models of third language (L3) acquisition in the context of Brazilian Portuguese (BP), specifically examining Differential Object Marking (DOM). The main goal is to determine which of the models is best able to predict and explain syntactic transfer in three experimental groups: mirror-image groups of first/second language (L1/L2) English/Spanish bilinguals (i) L1 English/L2 Spanish and (ii) L1 Spanish/L2 English, and (iii) heritage Spanish/English bilinguals. The data provide evidence to support the Typological Primacy Model (Rothman, 2010, 2011, 2013), which predicts Spanish transfer irrespective of its status as an L1, L2 or bilingual first language (2L1). Additionally, the heritage speaker and L1 English group results, taken together, provide evidence for Iverson's (2009) claim that comparing such populations adds independent supportive evidence that the acquisition of linguistic features or properties in an L2 acquired past puberty is not subject to a maturational critical period.

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1996L2 cognitive states and the Full Transfer/Full Access model 2003Differential Object Marking: Iconicity vs. Economy 1989What is the logical problem of foreign language learning?2008Incomplete Acquisition in Bilingualism 2007Third or Additional Language Acquisition 2004Subject and object expression in Spanish heritage speakers: A case of morphosyntactic convergence 2020Bilingualism: Language and Cognition 1986The availability of universal grammar to adult and child learners - a study of the acquisition of German word order

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