icebreaker wwhich state has the most bilingual and multilingual residents? a. new mexico b. new york...
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Icebreaker
Which state has the most bilingual and multilingual residents?
A. New Mexico
B. New York
C. Texas
D. California
Icebreaker
Which presidents can speak three or more languages?
A. Franklin Roosevelt
B. Thomas Jefferson
C. Bill Clinton
D. Barack Obama
Third Language Acquisition
of English, Spanish, and Vietnamese Bilinguals
PHUONG NGUYEN
CALIFORNIA STATE UNIVERSITY, FULLERTON
Guideline
1. Literature Review
2. Method
3. Results
4. Question
Terminology
First language acquisition (L1): native language.
Second language acquisition (L2): additional language.
Third language acquisition (L3): additional language.
Favor language: language used the most during the day.
Literature Review
Bialystok (2002)
Effect of bilingualism on linguistic and cognitive performance.
Life span.
The results:
Smaller vocabulary
Poor performance on verbal task.
Better performance executive control.
Literature Review
Westby (2012)
Predictors of L2.
Preschool children.
Results:
Instructed language not related to L2 development.
Higher exposure improvement.
Motivation and practice.
Literature Review
Carrió-Pastor and Mestre (2014)
Motivation at higher education level
Effect of specific courses on motivation.
Results:
Higher exposure improvement.
Interesting materials motivation.
Literature Review
Sanz's (2000)
Monolingual L2 English.
Bilingual: L1 Spanish, L2 Catalonia, L3 English.
Results:
Bilingual learned faster than monolingual.
Literature Review
Moghtadi, Koosha1, and Lotfi's (2012)
advantage of L2 in studying L3.
Results:
Strong correlation of grammatical proficiency level.
L2 proficiency is a good predictor.
Research questions
1. Which language plays the main role in acquiring L3?
2. Does the amount of using a specific language (L1 or L2) affect L3?
3. What is a good way to teach bilinguals L3?
Hypothesis
A. Null Hypothesis:
• μ fv= μL3
B. Alternative Hypothesis:
• μ fv ≠ μL3
Method Participants:
CSU Fullerton, CSU Dominguez Hill, and CSU Los Angeles.
Bilingual: English - Vietnamese, English - Spanish.
Gender:
100 Females
100 Males
Age: 20 – 25 years old.
GPA: 3.0 and above.
No previous knowledge of Chinese.
Choose between 3 course credits or $50 compensation.
Method
Design:
Four group – Posttest only.
• Group 1: English – Spanish. Favor English.
• Group 2: English – Spanish. Favor Spanish.
• Group 3: English - Vietnamese. Favor English.
• Group 4: English – Vietnamese. Favor Vietnamese.
Each group: 25 males and 25 females.
Method
Language proficiency tests:
English: TOEFL
Vietnamese: VINATEST
Spanish: CELA
Method Apparatus:
Keyboard and screen.
Software:
20 Mandarin Chinese words.
5 words: English meanings and pronunciations.
5 words: Spanish or Vietnamese language meanings and pronunciations.
5 words: pronunciations, English meanings, suggested visual learning.
5 words: pronunciations, Spanish or Vietnamese language meaning, suggested visual learning.
Method Procedure:
Separate rooms: the software, a keyboard, and a mouse.
No clock or timing device in the room.
Each word randomly appears.
Study words.
After session, ten minute fun activity.
Recognition test with multiple choice options.
Choose correct meaning for each word.
Method Analysis:
Best perform under which condition?
Analyze separately each group.
One-way ANOVA: word condition (IV) and proportion (DV)
The effect of the language usage amount?
Group 1 and Group 2: pair t-test.
Group 3 and Group 4: pair t-test.
Results Higher proportion of getting correct answers
Visual image
Favor language
Group 1 and 3 favor in English – worse in Spanish/Vietnamese
Group 2 and 4 favor in Spanish/Vietnamese – worse in English
Reject Null Hypothesis
Favor language influence L3 learning Core language is Favor language.
QUESTION TIME
References
Bialystok, E. (2009). Bilingualism: the good, the bad, and the indifferent. Bilingualism: Language
and Cognition, 12(1), 3-11.
Carrió-Pastor, M., & Mestre, E. (2014). Motivation in Second Language Acquisition. Procedia -
Social and Behavioral Sciences, 116, 240 – 244-240 – 244.
Moghtadi, L., Koosha, M., & Lotfi, A. (2014). Second language grammatical proficiency and third
language acquisition. International Education Studies, 7(11), 19-27.
Sanz, C. (2000). Bilingual education enhances third language acquisition: Evidence from
Catalonia. Applied Psycholinguistics, 21, 23–44-23–44.
Westby, C. (2012). Predictors of Second Language Acquisition. Word of Mouth, 24(2), 1-4.