engleski

Factors related to language transfer in L3 learning

The paper is based on a research examining the constellation of L1 Croatian, L2 English and L3 German with the focus on crosslinguistic influence in the initial phase of L3 learning. The starting point was the assumption that the existing knowledge and experience of the mother tongue Croatian and the first foreign language English is a multilingual potential (Wiater, 2006), which can be applied in the form of language transfer and facilitate the L3 learning (cf. e.g. Cenoz et al., 2001 ; Hufeisen/Neuner, 2003 ; Jessner, 2008 ; Neuner et al., 2009). The research was based on the following hypotheses: there is a significant correlation between the application of the multilingual potential and internal as well as external factors of the foreign language learning process (Hufeisen, 2003). The research sample included 328 students in the first grade of secondary school (aged 15). Data were gathered through a questionnaire as well as a test of language transfer (TLT). The collected data were analysed using quantitative and qualitative approach. The results of the TLT have shown that subjects successfully use their multilingual potential of L1 and L2 in the L3 learning. In the next step the correlation between the use of the multilingual potential (the average TLT result) and a number of internal as well as external factors of the language learning process has been examined. The results of the correlation analysis have shown that significant external factors are: type of school (grammar/vocational), teaching materials used in foreign language classes, additional language input based on using English in out-of-class context as well as input through additional sources in the independent work at home. Significant correlation has been established for the following internal factors: self assessment of L1 and L2 competence, the use of language transfer and cognitive strategies, gender, openness for communication, easiness of starting a conversation, etc. The results provided a significant insight into the process of L3 learning, which can be a starting point for reconsidering the didactic approach to teaching a third and any subsequent languages using the language transfer from previously acquired/learned languages.

multilingual potential; crosslinguistic influence; language transfer; internal and external factors

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