Research on China Third Language Learners＇ Metalinguistic Awareness

This study investigated the general situation of metalinguistic awareness of third language learners in Chinese universities.Data analyses showed that the level of metalinguistic awareness in those learners was significantly higher than that of second language learners.And learning a third language can improve metalinguistic awareness.

Second Language Transfer in Third Language Acquisition: An Empirical Study of Chinese English Majors Learning German as Third Language

Guided by the theory of language transfer,this paper examines the transfer of English(second language)in the early stages of the acquisition of German(third language)by Chinese English majors.The results reveal that English has both positive and negative effects on German acquisition,especially on German pronunciation,vocabulary and sentence learning.On the basis of these findings,some suggestions are also put forward in order to improve the efficiency of third language(German)teaching,namely,English-as-a-vehicular-language teaching,contrastive teaching and corpus-based teaching.

Implications for Language Learners of Linguistic Changes from Second and Third Language Acquisition

The influence of bilingualism and multilingualism on language learners has been studied and discussed by researchers for many years.In recent decades,research focus has been moved to the effects of second and third language acquisition processes on language learner’s brains,which tends to have implications for future language learning.The purpose of this paper is to investi⁃gate possible implications for language learners of the efficiency in language learning,language learning strategies,and language use from the second and third language acquisition process,which tends to assist them to learn another language in an efficient way.

An Investigation of Teacher and Learner Beliefs About English Teaching and Learning for Mongolian University Students

It has been widely agreed that the approaches teachers apply to language teaching, the attitudes students have, their motivation and target language proficiency are directly influenced or determined by their beliefs about language teaching and language learning respectively. This paper reports on a study which explored Mongolian teacher, Han teacher and Mongolian learner beliefs about the English teaching and learning of Inner Mongolian university students, with particular focus on the students＇ second language ability, the languages for classroom instruction and materials development. The results of the study indicate that there are belief differences among teachers and students; in particular, the beliefs of the Han teachers differ from those of Mongolian students. This study concludes that in order to improve Mongolian students＇ English teaching and learning, it is of vital importance to fill the belief discrepancy between teachers and students with regard to L3 acquisition, which is regarded as one of the crucial factors influencing the teaching and learning of English for Mongolian students in multilingual contexts in Inner Mongolia, China.