The impact of degree of bilingualism on L3 development: English language development in early and later bilinguals in the Frisian context

Mirjam Theodora Günther-van der Meij

The impact of degree of bilingualism on L3 development: English language development in early and later bilinguals in the Frisian context

Vertaalde titel van de bijdrage: De impact van mate van tweetaligheid op T3 ontwikkeling: Engelse taalontwikkeling in vroege en latere tweetaligen in de Fries context

Mirjam Theodora Günther-van der Meij

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Eerdere studies vonden dat tweetaligen een voordeel hebben bij het leren van Engels als een derde taal (T3) in vergelijking met eentaligen (Lasagabster, 1997; Cenoz, 1991) en dat typologie een rol speelt in succesvolle T3-ontwikkeling (Cenoz, 2003). De hoofdvraag van deze studie is of deze claims ook gelden voor tweetalige sprekers van drie nauwverwante West-Germaanse talen: Fries, Nederlands en Engels. Vroege Fries-Nederlandse (EB, N=34) en latere Nederlands-Friese (LB, N=43) tweetalige jongvolwassenen namen deel mee aan een reeks experimenten om de impact van mate van tweetaligheid op T3 Engelse taalontwikkeling te bestuderen. Dit gebeurde door drie focuspunten die een rol spelen in T3-ontwikkeling te bestuderen: socio-psychologische factoren, mondelinge taalvaardigheid en lexicale toegang. Deze focuspunten werden allemaal op drie momenten in één schooljaar gemeten. Achtergrondvragenlijsten werden gebruikt om te kijken of EB en LB verschilden in de hoeveelheid taalcontact en in attitudes en motivatie tegenover taalleren. Verteltaken werden gebruikt om mogelijke verschillen in mondelinge taalvaardigheid in de drie talen te beschrijven. Twee reactietijdexperimenten werden gebruikt om de lexicale toegang in woordherkenning van de proefpersonen te bestuderen. De resultaten werden geanalyseerd met behulp van multilevel regressie modellen. Anders dan in eerdere onderzoeken laten de resultaten uit dit onderzoek zien dat een hogere mate van tweetaligheid in Fries en Nederlands niet de beste voorspeller van succesvolle T3-verwerving is. Andere factoren zoals taalachtergrond, motivatie en taalblootstelling spelen een belangrijkere rol. LB blijken betere Engelse taalleerders te zijn terwijl EB snellere Engelse taalleerders blijken te zijn.

Vertaalde titel van de bijdrage	De impact van mate van tweetaligheid op T3 ontwikkeling: Engelse taalontwikkeling in vroege en latere tweetaligen in de Fries context
Originele taal-2	English
Kwalificatie	Doctor of Philosophy
Toekennende instantie	Rijksuniversiteit Groningen
Begeleider(s)/adviseur	Lowie, Wander, Supervisor de Bot, Cornelis, Supervisor Klinkenberg, E.L., Co-supervisor, Externe Persoon
Datum van toekenning	14-mei-2018
Plaats van publicatie	[Groningen]
Uitgever	Rijksuniversiteit Groningen
Gedrukte ISBN's	978-94-034-0589-6
Elektronische ISBN's	978-94-034-0588-9
Status	Published - 2018

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@phdthesis{ab802f4211f244118ddb9702eb6a111f,

title = "The impact of degree of bilingualism on L3 development: English language development in early and later bilinguals in the Frisian context",

abstract = "Earlier studies have found that bilinguals have an advantage acquiring English as a third language (L3) compared to monolinguals (Lasagabaster, 1997; Cenoz, 1991) and that typology plays a role in successful L3 development (Cenoz, 2003). The main question of this study is whether these claims also hold for bilingual speakers of three closely related West-Germanic languages: Frisian, Dutch and English. Early Frisian-Dutch (EB, N=34) and later Dutch-Frisian (LB, N=43) bilingual young adolescents took part in a series of experiments to study the impact of degree of bilingualism on L3 English development. This was done by looking at three focus points that play a role in L3 development: socio-psychological factors, oral language proficiency and lexical access. These were all measured at three time points in one school year. Background questionnaires were used to see whether EB and LB differ in the amount of language contact and in language learning attitudes and motivation. Picture story tasks were used to describe possible differences in oral language proficiency in the three languages. Two reaction time experiments were used to study participants{\textquoteright} lexical access in word recognition. Results were analysed using a multilevel regression model. Contrary to previous studies, this study{\textquoteright}s results show that a higher degree of bilingualism in Frisian and Dutch is not the best predictor of successful L3 development. Other factors such as language background, motivation and language exposure play a more important role. LB turn out to be better English language learners whilst EB turn out to be faster English language learners.",

author = "{G{\"u}nther-van der Meij}, {Mirjam Theodora}",

year = "2018",

language = "English",

isbn = "978-94-034-0589-6",

series = "Groningen Dissertations in Linguistics",

publisher = "Rijksuniversiteit Groningen",

number = "168",

school = "University of Groningen",

}

TY - BOOK

T1 - The impact of degree of bilingualism on L3 development

T2 - English language development in early and later bilinguals in the Frisian context

AU - Günther-van der Meij, Mirjam Theodora

PY - 2018

Y1 - 2018

N2 - Earlier studies have found that bilinguals have an advantage acquiring English as a third language (L3) compared to monolinguals (Lasagabaster, 1997; Cenoz, 1991) and that typology plays a role in successful L3 development (Cenoz, 2003). The main question of this study is whether these claims also hold for bilingual speakers of three closely related West-Germanic languages: Frisian, Dutch and English. Early Frisian-Dutch (EB, N=34) and later Dutch-Frisian (LB, N=43) bilingual young adolescents took part in a series of experiments to study the impact of degree of bilingualism on L3 English development. This was done by looking at three focus points that play a role in L3 development: socio-psychological factors, oral language proficiency and lexical access. These were all measured at three time points in one school year. Background questionnaires were used to see whether EB and LB differ in the amount of language contact and in language learning attitudes and motivation. Picture story tasks were used to describe possible differences in oral language proficiency in the three languages. Two reaction time experiments were used to study participants’ lexical access in word recognition. Results were analysed using a multilevel regression model. Contrary to previous studies, this study’s results show that a higher degree of bilingualism in Frisian and Dutch is not the best predictor of successful L3 development. Other factors such as language background, motivation and language exposure play a more important role. LB turn out to be better English language learners whilst EB turn out to be faster English language learners.

AB - Earlier studies have found that bilinguals have an advantage acquiring English as a third language (L3) compared to monolinguals (Lasagabaster, 1997; Cenoz, 1991) and that typology plays a role in successful L3 development (Cenoz, 2003). The main question of this study is whether these claims also hold for bilingual speakers of three closely related West-Germanic languages: Frisian, Dutch and English. Early Frisian-Dutch (EB, N=34) and later Dutch-Frisian (LB, N=43) bilingual young adolescents took part in a series of experiments to study the impact of degree of bilingualism on L3 English development. This was done by looking at three focus points that play a role in L3 development: socio-psychological factors, oral language proficiency and lexical access. These were all measured at three time points in one school year. Background questionnaires were used to see whether EB and LB differ in the amount of language contact and in language learning attitudes and motivation. Picture story tasks were used to describe possible differences in oral language proficiency in the three languages. Two reaction time experiments were used to study participants’ lexical access in word recognition. Results were analysed using a multilevel regression model. Contrary to previous studies, this study’s results show that a higher degree of bilingualism in Frisian and Dutch is not the best predictor of successful L3 development. Other factors such as language background, motivation and language exposure play a more important role. LB turn out to be better English language learners whilst EB turn out to be faster English language learners.

M3 - Thesis fully internal (DIV)

SN - 978-94-034-0589-6

T3 - Groningen Dissertations in Linguistics

PB - Rijksuniversiteit Groningen

CY - [Groningen]

ER -

The impact of degree of bilingualism on L3 development: English language development in early and later bilinguals in the Frisian context

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