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  • 1. Blank, Cintia Avila
    et al.
    Llama, Raquel
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik. University of Ottawa, Canada.
    Exploring Learning Context Effects and Grapho(-Phonic)-Phonological Priming in Trilinguals2019Inngår i: Languages, E-ISSN 2226-471X, Vol. 4, nr 3, artikkel-id 61Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    A growing body of research on bilingual word recognition suggests that lexical access is language non-selective in nature. This claim aligns with the Dynamic Systems Theory (DST) approach to (multilingual) language acquisition, according to which complex systems involve a large number of elements that interact. In language learners, these interactions lead to the creation and dissolution of patterns as the tasks and environments around them change. In this study, we extend the scope from previous research on word recognition to include the role immersion plays on the transfer of grapho(-phonic)-phonological patterns among (Brazilian Portuguese–French–English) trilinguals. Two groups of participants—one group living in their L1 environment and the other in an L2 setting—were presented with a primed lexical decision task. Besides revealing a high impact of L2 immersion on the processing of grapho(-phonic)-phonological related primes, our results provide further support for the notion of language non-selective access to the lexicon, which seems to generalize to trilingual word recognition. Implications for the DST view of multiple language acquisition are briefly discussed.

  • 2.
    Llama, Raquel
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik. University of Ottawa, Canada.
    Cardoso, Walcir
    Revisiting (Non-)Native Influence in VOT Production: Insights from Advanced L3 Spanish2018Inngår i: Languages, ISSN 2226-471X, Vol. 3, nr 3, artikkel-id 30Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    A growing body of research investigating cross-linguistic influence on the acquisition of a third phonological system suggests that first (L1) and second (L2) languages concur in influencing oral production in the target third language (L3). Yet, there are also claims of either a more noticeable effect of the L2 on the L3, or a prevailing influence from the L1. This study further explores whether the L1 and the L2 compete or converge on exerting influence on L3 pronunciation. To do so, we examine the production of voice onset time for voiceless stops by adult advanced learners of L3 Spanish divided into two groups (15 L1 English-L2 French, and 15 L1 French-L2 English speakers). Three monolingual control groups were also tested. Participants were recorded reading word lists that contained voiceless stops in stressed onset position. A Kruskal-Wallis test uncovered significant differences traceable to the L1-English speakers, which puts them at a slight disadvantage vis-à-vis their Francophone counterparts. These results favor claims of a more decisive role for the L1 in L3 pronunciation. We compare our results to findings from previous studies targeting intermediate learners, and find proficiency in the L3 may account for the observed differences.

    Fulltekst (pdf)
    fulltext
  • 3.
    Llama, Raquel
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Kartchava, Eva
    Urey, Mario Roberto
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    La retroalimentación correctiva en la clase de ELE: ¿Qué opinan los alumnos suecos?2019Konferansepaper (Annet vitenskapelig)
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