Language transfer helps in the acquisition of a second language (L2) when target L2 shares similarities with first (L1). We ask: Does proficiency an facilitate structurally similar L3? Or, does training any help L3 acquisition? investigated learners’ ability to reproduce rhythm novel L3, Indonesian, as function their exposure rhythm-similar (French) or rhythm-divergent (German). Twelve English-...

Recently, language acquisition research from the generative paradigm has turned its attention to investigating heritage language bilingualism in the hopes that studying the adult competence outcomes of these childhood bilinguals can inform key issues pertaining to bilingual acquisition more generally as well as issues relating to L1 attrition and adult L2 acquisition theorizing (see Montrul 200...

Abstract The current study explores how multilingual speakers with three typologically different languages (satellite-framed, verb-framed and equipollent-framed) encode gauge event similarity in the domain of caused motion. Specifically, it addresses whether, to what extent, acquisition an L2-English L3-Japanese reconstructs lexicalization conceptualization patterns established L1-Cantonese whe...

This article has two main objectives. First, we offer an introduction to the subfield of generative third language (L3) acquisition. Concerned primarily with modeling initial stages transfer of morphosyntax, one goal of this program is to show how initial stages L3 data make significant contributions toward a better understanding of how the mind represents language and how (cognitive) economy c...

cognitive aspects of bilingualism have been recently studied by manyresearchers and lots of them have reported bilingual advantage overmonolinguals in some aspects of cognition. given the multitude of bilinguals iniran, further and deeper studies of various aspects of this phenomenon seem torequire. in order to study bilingualism in iran from a cognitive point of view,the present study examines...

The primary objective of this study was to investigate the extent to which second language (L2) pronunciation proficiency, language use, and age of L2 acquisition (AoA) are associated with variation in enhanced executive control in bilinguals. The secondary objective was to examine whether bilinguals’ executive control, as reflected in the incongruent response time for the Flanker task, differe...

The brain demonstrates a remarkable capacity to undergo structural and functional change in response to experience throughout the lifespan. Evidence suggests that, in many domains of skill acquisition, the manifestation of this neuroplasticity depends on the age at which learning begins. The fact that most skills are acquired late in childhood or in adulthood has proven to be a limitation in st...