Comprendre l’acquisition d’une langue additionnelle et les influences entre les langues du répertoire.
Coordinator: Pascale Trevisiol, Maria Kihlstedt and Alexis Ladreyt
The Acquisition L3 and plurilingualism is interested in acquiring a new foreign language (L3/Ln) after that of one or more L2 (or "any non-native language previously acquired" after Hammarberg 1998) from guided or unguided learners. L3 therefore refers most often to the latest LE being acquired (Hammarberg ibid.) and can also be considered as an additional language (Ln) (of Angelis 2007).
Its objective is to better understand the acquisitional processes in plurilingualism.
The circulation of languages in learning leads to potential linguistic transfer phenomena and more broadly trans/interlingual influence, which refer to the fact that languages are not separated from each other and are likely to have an effect on the new/last language learned.
The questions asked are (among others):
•To what extent does the acquisition of a L3/Ln differ from that of a L2?
•Does learning a new language always have as its starting point the first language (L1) of the learner? Or are all known languages likely to influence learning?
•What factors will determine the language of its repertoire that has the greatest impact on L3?
•How does a plurilingual speaker manage the different languages in his or her linguistic repertoire?
The group envisages acquiring L3/Ln in different areas of research (cognitive/psycholinguistic, linguistic, didactic) and using various levels of analysis:
Cognitive/psychinguistic axis :
- Translinguistic influence in production and understanding processes
- Role of source languages (L1, L2): factors of (psycho)typology, LE status, recency, competence
- Meta/translinguistic reflection
- Multilingual mental lexicon
- Mental representations of syntactic structures
- Formal and semantic transparency
- Distance/proximity typological and its role at cognitive and linguistic level
Analysis levels: Syntax
Lexicon and semantics
Morphology (nominal and verbal)
Time and appearance (forms and functions)
Prefabricated pragmatic and lexic competence axis
- Acquisition of pragmatic competence (target language communicative ethos, communication strategies, expression of politeness)
- Interface between linguistic form, grammatical achievements and communicative functions
- Multimodal acquisition of skills necessary for daily conversation
- Encoding and decoding the meaning and function of frozen expressions/collocations related to oral communication (discursive markers, hypocoristic markers, conventional expressions, etc.) or communication strategies of the target language.
- Development of metapragmatic consciousness
- Interactions / Transfer / Resistance to Target Language Communication Standard
Levels of analysis: semantic/pragmatic/syntaxic interface
interaction structure
communication strategies
social and individual representation
didactic axis :
- Didactic tools/procedures for the consideration and valorisation of plurilingualism of learners (language biography, etc.)
- Bi-plurilingual language mode in exolingual communication
- Multilingual classroom practices (dual alternation, reflexive language comparison activities, inter-comprehension, etc.)
- Development of (meta)cognitive strategies
This group brings together about 15 PhD students and faculty-researchers associated with different higher education institutions in France and abroad (Sweden, Italy, Japan, China, Switzerland). Remote working meetings are held once or twice a year to learn about the research carried out by members, to promote discussions between them, to share information, and to allow for new collaborative projects.
Event:
Workshop or I will come in 2024
Contact:
To join this group, know the list of members, explore the list of past activities, read about upcoming activities, you must subscribe to the mailing list: https://groups.renater.fr/sympa/subscribe/real.acquistel3-plurilingu...