Abstract This chapter provides a nuanced view of the L2 status factor model, emphasizing explicit metalinguistic knowledge as the key factor governing transfer, together with individual differences in working memory and the operations associated with it. We argue that individual differences regarding the degree of explicit metalinguistic knowledge attained either in the L1 or in the L2 and differences when it comes to working memory, attention and noticing should be taken in consideration when accounting for transfer from previously acquired or learned languages in L3 learning.
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