SLA_Group 8_NC2

When is "typological closeness" particularly powerful in the learning of a third language (L3)?

• When L1 and L3 are from the same language family.

• When L1 knowledge is the only source available.

• When competing sources of knowledge (L1 and L2) are available, and L2 is closer to L3 than L1

• When L3 is an endangered language.

In the example from Finland, when students who speak Finnish (L1) and Swedish (L2) learn English (L3), what is observed about their transfer?

• They transfer more from Finnish because it's their L1.

• They transfer more from Swedish because it's typologically closer to English.

• There is no transfer from either L1 or L2.

• Transfer depends entirely on individual learning styles.

 According to Williams & Hammarberg (1998), what characterizes L1 switches in trilingual learners?

• They are typically unconscious and for function words.

•  They are intentional, for purposes like asking, explaining, or regulating thinking.

• They reduce over time to zero influence.

• They are primarily related to grammatical structures.

What characterizes L2 switches in trilingual learners, as noted by Williams & Hammarberg (1998)?

• They are always intentional and strategic.

• They are unconscious and often involve function words

• They increase over time as proficiency grows.

• They only occur when there's no L1 influence.

How does the influence of L1 and L2 on L3 learning change over time, according to Williams & Hammarberg (1998)?

• Both influences increase significantly.

• L1 influence increases, while L2 influence decreases.

•  Both influences reduce over time.

• L2 influence increases, while L1 influence decreases.

Regarding "Acquisition order," the slides suggest that which language may have a stronger influence on the learning of a new language (L3)?

•  The first language (L1)

• The language learned earliest in life.

• The most recently learned language (L2)

• A language with a simpler grammatical structure.

Which of the following statements about the "limits of crosslinguistic influence" is supported by the slides?

• L1 is always the major explanatory factor for L2 errors.

• All L2 errors can be attributed directly to the mother tongue.

• L2 errors sometimes attributed to L1 can be unrelated to L1.

• Crosslinguistic influence has no limits.

What is an alternative explanation for some L2 errors, if not the influence of the mother tongue (L1)?

• Lack of motivation from the learner.

•  Poor teaching methods.

• Developmental universal processes attested in the acquisition of human language in general.

• Excessive exposure to the target language.

If an L2 is typologically similar to an L3, but the L1 is very different from the L3, what might be the likely source of influence on L3 learning?

• The L1 will always be the dominant influence.

• The L2 may exert a stronger influence than the L1.

• There will be no cross-linguistic influence at all.

• Only the L3's inherent difficulty will matter.