Angelovska, T. 2018. "Cross‐linguistic awareness of adult L3 learners of English: A focus on metalinguistic reflections and proficiency". Language Awareness 27/1–2: 136–52.
Coñécese tamén como adquisición multilingüe e adquisición múltiple de linguas.
Área de estudo que se ocupa da adquisición dunha terceira lingua ou lingua adicional. Adoitan indicarse as diferenzas entre a adquisición de segundas e terceiras linguas. Os aprendices de terceiras linguas xa teñen os coñecementos adquiridos das dúas linguas previas e a experiencia que supón a súa aprendizaxe, polo que, entre outras vantaxes, posúen un maior repertorio lingüístico. Xurdiron diferentes modelos de adquisición da terceira lingua que se dividen en modelos teóricos, modelos empíricos e modelos de procesamento. Dentro dos primeiros destacan o modelo de mellora acumulativa (Flynn et al. 2004, Berkes & Flynn 2012), o modelo de primacía tipolóxica (Rothman 2015), e o modelo do factor do status da L2 (Bardel & Falk 2007). Os modelos empíricos inclúen o modelo do papel-función (Hammarberg 2001) e o modelo do factor (Hufeisen & Marx 2007). Polo que respecta aos modelos de procesamento, destacan o modelo dinámico de multilingüismo (Herdina & Jessner 2002) e o modelo de procesamento multilingüe (De Bot 2004, 2012).
Entradas relacionadas:
Bibliografía:
Bardel, C. & Falk, Y. 2007. "The role of the second language in third language acquisition: The case of Germanic syntax". Second Language Research 23/4: 459-484.
Berkes, E. & Flynn, S. 2012. "Further evidence in support to the cumulative- enhancement model: CP structure development", in Cabrelli Amaro, J., Flynn, S. & Rothman, J. (eds.). Third Language Acquisition in Adulthood. Amsterdam: John Benjamins, pp. 143-164.
Cenoz, J. & Jessner, U. (eds.) 2000. English in Europe. The Acquisition of a Third Language. Clevedon, UK: Multilingual Matters.
Cenoz, J. 2013b. "The influence of bilingualism on third language acquisition: Focus on multilingualism". Language Teaching 46/1: 71–86.
Cenoz, J.; Hufeisen, B. & Jessner, U. (eds.) 2001. Cross-linguistic Influence in Third Language Acquisition: Psycholinguistic Perspectives. Clevedon, UK: Multilingual Matters.
Cenoz, J. & Gorter, D. (eds.) 2015. Multilingual education: Between language learning and translanguaging. Cambridge: Cambridge University Press.
De Angelis, G. 2007. Third or Additional Language Acquisition. Clevedon: Multilingual Matters.
De Bot, K. 2004. "The Multilingual lexicon: Modelling selection and control". The International Journal of Multilingualism 1/1: 17-32
De Bot, K. 2012. "Rethinking multilingual processing: From a static to a dynamic approach", in Cabrelli Amaro, Flynn, S. & Rothman, J. (eds.). Third Language Acquisition in Adulthood. Amsterdam: John Benjamins, pp. 79-94.
Flynn, S.; Foley, C. & Vinnitskaya, I. 2004. "The cumulative-enhancement model for language acquisition: Comparing adults’ and childrens’ patterns of development". International Journal of Multilingualism 1/1: 3-17.
Green, D. W. 2017. "Trajectories to third‐language proficiency". International Journal of Bilingualism 21/6: 718–33.
Hammarberg, B. 2001. Roles of L1 and L2 in L3 production and acquisition", in Cenoz, J., Hufeisen, B. & Jessner, U. (eds.). Crosslinguistic influence in third language acquisition: Psycholinguistic Perspectives. Clevedon: Multilingual Matters, pp. 21-41.
Herdina, P. & Jessner, U. 2002. A dynamic model of multilingualism: Perspectives of change in psycholinguistics. Clevedon: Multilingual Matters.
Hufeisen, B. & Marx, N. 2007. "How can DaFnE and EuroComGerm contribute to the concept of receptive multilingualism? Theoretical and practical considerations", in Thije, J. & Zeevaert, L. (eds.). Receptive, multilingualism: Linguistic analyses, language policies and didactic concepts. Amsterdam: John Benjamins, pp. 307-321.
Rothman, J. 2015. "Linguistic and cognitive motivations for the typological primacy model (TPM) of third language (L3) transfer. Timing of acquisition and proficiency considered". Bilingualism, Language and Cognition 18/2: 179-190.