{"title":"The influence of L2 English on L3 French acquisition in bilingual education*","authors":"R. Stadt, A. Hulk, P. Sleeman","doi":"10.1075/DUJAL.18006.STA","DOIUrl":null,"url":null,"abstract":"\n In the present paper, we compare L2 English influence on French third language acquisition (L3A) in first-year and\n third-year bilingual stream secondary school students and in third-year mainstream secondary school students by means of a\n gap-filling task. We found that the influence of L2 English on French L3A increases from first- to third-year bilingual students,\n which is not the case in the mainstream group. This raises the question if L2 influence on L3A in bilingual education is the\n result of the increased L2 exposure or of a higher L2 proficiency, factors that both have been claimed to play a role in\n L3A-research (Hammarberg, 2001; Tremblay,\n 2006; Jaensch, 2009). The results of this study show that there is no\n individual correlation between L2 English proficiency and influence of English in L3 French learning. Therefore, we suggest that\n it is L2 exposure rather than L2 proficiency that leads to more influence of the L2 in L3 French.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.6000,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Dutch Journal of Applied Linguistics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1075/DUJAL.18006.STA","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"LINGUISTICS","Score":null,"Total":0}
引用次数: 6
Abstract
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.
期刊介绍：
The Dutch Journal of Applied Linguistics (DuJAL) focuses on promoting Dutch and Belgian work in applied linguistics among an international audience, but also welcomes contributions from other countries. It caters for both the academic society in the field and for language and communication experts working in other contexts, such as institutions involved in language policy, teacher training, curriculum development, assessment, and educational and communication consultancy. DuJAL is the digital continuation of Toegepaste Taalwetenschap in Artikelen, which had been the journal of Anéla, the Dutch Association of Applied Linguistics, for forty years. Like its predecessor, DuJAL wants to offer a platform to young researchers in applied linguistics, i.e. PhD candidates and MA students. In order to maintain a high standard all submissions are subjected to a ‘double blind’ review by at least one external reviewer and two of the editors. Contributions may be written in Dutch, English, German or French.
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