Book Review of Cross-linguistic Influences

This paper presents an overview of some cross-linguistic influences in multilingual language acquisition on both syntax and lexical level from Gabrys Baker's new book.

A Critique of Cross-Linguistic Influence on Word Search In Tip-of-the-Tongue States

This critique gives a brief summary of Cross-Linguistic Influence on Word Search in Tip-of-the-Tongue States and ana-lyzes its strengths and weaknesses from theoretical and methodological perspectives. Apart from critically reviewing the article, thispaper draws inspiration from it with respect to mental lexicon, and proposes that this article can be a research model for studies of L2 influence on the retrieval of L1 in tip-of-the-tongue states in relation to cross-linguistic influence.

A Review on Factors of Cross-linguistic Influence on Third Language Acquisition in Phonological Aspects: Similarity and Proficiency

Nowadays, researches on third language acquisition is considered a different area separated from second language acquisition. Among the researches, multilingual influences between languages in third language acquisition are the hot topics, many of which focus on the lexicon and syntax aspects. This study aims at discussing the factors influencing third language acquisition in phonological aspects and tries to analyze the limits and future development of research on third language acquisition.

English Teachers’ Beliefs About Multilingual Awareness in L3 Learning and Their Teaching Practice in Chinese EFL Context

Teachers’ beliefs toward multilingual awareness in target language learning play a significant role in shaping learners’ attitudes to language awareness, affect learners’ linguistic behavior and teachers’ teaching practice. Therefore, the present study was aimed to explore English teachers’ beliefs about Inner Mongolian university students’ multilingual awareness in L3 learning and their teaching practice in Chinese EFL context. One hundred English teachers from six universities in Inner Mongolia, China, participated in this investigation. The data was collected through a questionnaire and teacher interviews. The results indicate that English teachers hold positive attitudes to multilingual awareness in general;however, there are belief differences between Mongolian and Han teachers;there exist discrepancies between English teachers’ beliefs about multilingual awareness and their teaching practice, and social-cultural environment, family language policy,teacher identity, learning experience, teaching materials, and, more importantly, teachers’ lack of awareness of fostering learners’ multilingual awareness lead to the discrepancies. The present research highlights the necessity of raising teacher awareness of cultivating multilingual awareness in future teacher development and emphasizes the significance of exploring the potential cognitive advantages of multilingualism in promoting L3 learning and developing English learners’ multilingual competence in the EFL context in China.

Cross-Linguistic Influence in Hong Kong ESL Learners' Acquisition of Conjunctions

Language transfer is one of the most significant aspects of cross-linguistic influ-ence.It can be divided into two types:positive and negative,the beneficial and det-rimental use of one language's acquired characteristics in another.This study aims to investigate the L1(Chinese)influence on Hong Kong ESL learners'acquisition of conjunctions and whether the use of L1 has an impact on this influence.An online questionnaire combining questions about students'English learning experience and a grammatical judgement task was sent to a government-funded secondary school in Hong Kong and completed by 79 students.Evidence of both positive and negative transfer from Chinese to English was found by testing six conjunctions or conjunc-tion pairs:although...but,because...so,not only...but also,either...or,neither...nor,.and despite.The results suggest that Chinese is likely to have an impact on students'acquisition of conjunctions,and the use of Chinese in English classes can worsen negative transfer and boost positive transfer.The degree of transfer might increase when more Chinese is used in class.To alleviate the impact of Chinese transfer and to provide more effective L2 teaching,monitoring the use of L1 and regular evalua-tion might be useful.Teachers can also adjust the amount of Chinese used according to the students'English proficiency level.

中国学生日语词汇习得中的多语际跨语言影响研究

长期以来,中国学生学习日语词汇主要归于二语习得研究范畴,从三语视角切入进行研究的比较少。本研究主要探索中国学生日语词汇习得过程中的多语际跨语言影响。以质化研究(qualitative research)中的现象学理论(phenomenology)作为实验理论基础,以目的抽样法选取中国某高校英语师范专业二年级学生为受试对象;收集工具为半结构式调查问卷和半结构式访谈。研究发现,在中国学生日语词汇习得过程中,母语汉语和二语英语成为多语际跨语言影响的源语,具有限定的跨语言影响;并且,语言心理类型相似性在触发多语际跨语言影响中起主导性作用。研究结论对中国高校日语词汇教学具有实践指导意义。

西班牙词汇习得中的多语际跨语言影响研究

长期以来,中国学生学习西班牙语词汇归于二语习得研究范畴,但多数中国西班牙语词汇习得者具有两种背景语言,母语汉语和二语英语。本研究主要探索中国西班牙词汇习得过程中其母语汉语、二语英语的多语际跨语言影响。本研究采用质化研究设计,受试选取国际汉语教育班;收集工具为半结构式调查问卷和半结构式访谈。研究发现,在西班牙语词汇习得过程中,二语英语成为多语际跨语言影响的源语,发挥主导性作用,其主导性触发因子为基于形式相似的语言心理类型相似性。这一发现,可以为中国高校西班牙语词汇教学提供实践指导,具有实践指导意义。