L3 syntactic transfer : models, new developments and implications

Intro.
L3 Syntactic Transfer.
Editorial page.
Title page.
LCC data.
Table of contents.
Acknowledgments.
L3 syntactic transfer.
an integrative approach.
References.
Part I. Refining the existing models on L3 syntactic transfer.
1. Language control in the context of L3 acquisition.
Introduction.
Transfer as a probabilistic process.
Mechanisms of transfer: Representational change and use.
Sentence planning and execution in L3.
Review and discussion.
Conclusion.
References.
2. Toward a new understanding of syntactic CLI.
Fundamental questions.
What we already know.
Main models for L2 and their consequence for L3 acquisition.
Toward a new understanding of syntactic CLI.
Focus of this paper.
Two studies in EC identification in English.
First study: EC identification in restricted relative clauses.
Second study: EC identification in adverbial subordinate clauses.
The role of surface elements.
The role of abstract features.
Concluding remarks.
Conclusion.
References.
3. Testing the current models of third language acquisition.
Introduction.
Topicalization in English, Basque and Spanish.
Null objects in Spanish English, and Basque.
Current L3 acquisition models, participant groups and predictions.
Experimental studies.
Discussion.
Conclusion.
References.
4. The L2 status factor hypothesis revisited.
Introduction.
The D/P model and the role of metalinguistic knowledge.
Predictions from the D/P model on transfer in language learning.
The L2 status factor and its relation to MLK in both L2 and L1.
The role of noticing, attention and working memory in non-native language learning.
Final remarks.
Acknowledgments.
References.
5. Transfer or no transfer.
that is the question.
Introduction.
Literature review.
L2 Transfer.
L1 Transfer.
L1 & L2 transfer (Mixed Transfer Theories).
Summary.
The Developmentally Moderated Transfer Hypothesis.
The study.
Research questions.
Data.
Data analysis.
Results and discussion.
Comparison between English L3 and L2 acquisition from a processability perspective.
CLI in English L3 acquisition.
Conclusion.
Acknowledgements.
References.
part II. New empirical studies on L3 syntactic transfer.
6. On pronouns that drop (out of German).
Introduction.
Theories and models aiming at explaining transfer behavior in L3 learning.
The NSP in L3 learning research.
Research question.
Material and method.
Participants.
Procedure.
Instruments.
Coding.
Results.
Discussion.
Conclusion and implications for the future.
References.
7. Transfer effects in the acquisition of double object constructions in English as an L3.
Introduction.
Double object constructions in English, Spanish and Basque.
Previous research on the acquisition of double object constructions.
Transfer effects in L3 acquisition.
The study.
Participants.
Test materials.
Data collection procedure.
Results.
Accuracy results.
RT results.
Discussion.
Conclusion.
References.
8. L3 morphosyntactic effects on L1 vs. L2 systems.
Introduction.
Regressive transfer.
L1 morphosyntactic attrition.
The Differential Stability Hypothesis.
Subject-to-subject raising across a dative experiencer in Spanish and Brazilian Portuguese.
Research questions and predictions.
Methodology.
Participants.
Acceptability judgment task.
Results.
Control data in Spanish and BP.
Spanish control and learner comparison.
Discussion.
L1 Spanish versus L2 Spanish morphosyntactic representations.
L1 versus L2 stability.
Individual variation.
The DSH across domains.
Future directions.
Conclusion.
Acknowledgements.
The role of individual differences.
The role of a multilingual lexical-conceptual system.
Conclusion.
References.
12. From theory to practice in multilingualism.
General introduction.
Background.
Practical implications for the language classroom.
Extensions from Rothman and Cabrelli Amaro (2010).
Moving from knowledge to practice.
Conclusions.
References.
13. Input-Practice-Output.
Introduction.
Starting point: Previous implications for L3 teaching.
Teaching and learning framework.
Action research approach.
Flipped Classroom approach.
Applications of the IPO-method.
The INPUT-Phase of the IPO-method.
The PRACTICE-phase of the IPO-method.
Activity 1: Scramble sentence-constituents.
Activity 2: Card-Matching "pictures" with "adverbials".
Activity 3: Matching pictures with oral input sentences / discourse.
The OUTPUT phase of the IPO-method.
Activity 1: Describing silent acting out.
Activity 2: Retelling.
Activity 3: Picture-based retelling.
Implications.
Implications for the development of language teaching materials.
Implications for lesson planning.
Implications for classroom research.
Conclusion.
Acknowledgements.
References.
About the contributors.
Index.