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The Role of Metalinguistic Awareness in the Attrition Processes of the 1St, 2Nd, 3Rd and 4Th Learned Foreign Language

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The Role of Metalinguistic Awareness in the Attrition Processes of the 1St, 2Nd, 3Rd and 4Th Learned Foreign Language MASTER THESIS Zur Erlangung des akademischen Grades eines Master of Education The Role of Metalinguistic Awareness in the Attrition Processes of the 1st, 2nd, 3rd and 4th Learned Foreign Language A Comparative Analysis of the LAILA and LAILA-BICS Research in 2012 Eingereicht von: Charline Fehr Stefanie Kilga Bei: A.o. Univ.-Prof. Mag. Dr. Jessner-Schmid Ulrike Institut für Anglistik Leopold-Franzens Universität, Innsbruck Juni, 2021 2 3 Table of Contents List of Acronyms List of Figures and Tables Disclaimer 1 Introduction (C. Fehr) ................................................................................................... 11 2 From Bilingualism to Multilingualism (C. Fehr) ........................................................ 14 2.1 Bilingualism and Second Language Acquisition (SLA) ................................................... 14 2.1.1 Defining Bilingualism........................................................................................................14 2.1.2 History of Bilingualism .....................................................................................................15 2.1.3 From Bi- to Multilingualism: Difference Between SLA and TLA.......................................18 2.1.3.1 Cross-Linguistic Influence (CLI) .........................................................................................19 2.1.3.2 Cross-Linguistic Interaction (CLIN) ....................................................................................20 2.2 Multilingualism and Third Language Acquisition (L3) ................................................... 21 2.2.1 Defining Multilingualism ..................................................................................................21 2.2.2 From Dynamic Bilingualism to Dynamic Multilingualism ................................................22 2.2.3 Language Acquisition as a Dynamic System ....................................................................23 3 Language Attrition (S. Kilga) ....................................................................................... 28 3.1 Definition .................................................................................................................. 29 3.2 (Extra-) Linguistic Variables in Language Attrition ....................................................... 29 3.2.1 Linguistic Aspects of Language Attrition ..........................................................................29 3.2.2 Extralinguistic Aspects of Language Attrition ..................................................................32 3.3 Dynamic Systems Theory in Language Attrition ........................................................... 35 3.4 Foreign Language Attrition ......................................................................................... 38 3.4.1 Research on Multilingual Attrition...................................................................................39 3.4.2 Methodological Issues and Constraints in Foreign Language Attrition ...........................41 4 The Interaction between Aptitude, Metalinguistic Awareness and Motivation (S. Kilga) ................................................................................................................................... 42 4.1 Language Aptitude and its Components ...................................................................... 42 4.1.1 Language Skills and L2 Learning .......................................................................................43 4.1.2 Working Memory and Processing Abilities ......................................................................45 4.2 Metalinguistic Awareness in Multilinguals .................................................................. 48 4.2.1 Metalinguistic Awareness and Language Aptitude .........................................................51 4.2.2 Testing and Monitoring Metalinguistic Awareness .........................................................52 4.3 The Motivation to Learn a Foreign Language............................................................... 54 4.3.1 Motivation, Classroom Anxiety and Self-Confidence ......................................................58 4.3.2 Cultural and Educational Context in Motivation .............................................................59 5 Language Learning in Tyrol, Austria (C. Fehr) ......................................................... 61 5.1 Austria’s Demographic and Linguistic Context ............................................................. 61 5.2 Austrian’s Educational Context ................................................................................... 64 5.2.1 History of Language Teaching at Austrian Schools ..........................................................64 5.2.2 Current Foreign Language Acquisition at Austrian Schools .............................................66 5.2.3 Level of Proficiency in Foreign Languages at Austrian Schools .......................................69 6 Language Learning in South Tyrol, Italy (C. Fehr) ................................................... 70 6.1 Historical Background of the Multilingual Region ........................................................ 71 6.2 Demographic and Linguistic Context of the Multilingual Region South Tyrol ................ 74 6.3 South Tyrol’s Educational Context .............................................................................. 77 4 6.3.1 History of South Tyrolean’s Educational System .............................................................77 6.3.2 Current Language Learning at German-Speaking South Tyrolean Schools .....................81 6.3.3 Level of Proficiency in Foreign Languages at German Schools ........................................81 7 LAILA and LAILA-BICS Study .................................................................................. 83 7.1 LAILA Study................................................................................................................ 83 7.2 LAILA-BICS Study ........................................................................................................ 84 7.3 Aim of Comparative Study and Study Background ....................................................... 84 7.4 Participants ............................................................................................................... 85 7.5 Linguistic Background ................................................................................................ 86 7.6 Testing Formats ......................................................................................................... 89 7.6.1 The LLAMA_F Aptitude Test ............................................................................................89 7.6.2 Cloze Test .........................................................................................................................91 7.6.3 Sociolinguistic and Motivational Questionnaire ..............................................................93 8 LAILA 2012/2013 and LAILA-BICS 2012: A Comparison ....................................... 95 8.1 LAILA 2012 and 2013 .................................................................................................. 96 8.1.1 LLAMA_F Test Results LAILA 2012 and 2013 ...................................................................96 8.1.2 C-test English Test Results LAILA 2012 and 2013 ............................................................97 8.1.3 C-test French Results LAILA 2012 and 2013 ....................................................................99 8.1.4 C-test Italian Results LAILA 2012 and 2013 ...................................................................100 8.1.5 C-test Spanish Results LAILA 2012 and 2013 .................................................................102 8.1.6 Analysis of LAILA-cohort by Jessner et al. (2020) ..........................................................103 8.2 Comparison LAILA 2012/13 with LAILA-BICS 2012 ..................................................... 104 8.2.1 LLAMA_F Test Results LAILA and LAILA-BICS .................................................................104 8.2.2 C-test English Results LAILA and LAILA-BICS ..................................................................105 8.2.3 C-test French Results LAILA and LAILA-BICS ..................................................................106 8.2.4 C-test Italian Results LAILA and LAILA-BICS ...................................................................107 9 Research Question and Hypotheses ........................................................................... 110 9.1 Hypothesis 1 ............................................................................................................ 111 9.2 Hypothesis 2 ............................................................................................................ 119 9.2.1 LAILA 2012 and 2013 LLAMA_F High-Achievers’ Results...............................................119 9.3 Hypothesis 3 ............................................................................................................ 123 9.3.1 English (L2 in LAILA, L3 in LAILA-BICS) ...........................................................................123 9.3.2 Italian (L3 in LAILA, L2 in LAILA-BICS) .............................................................................125 9.3.3 French (L3 in LAILA, L4 in LAILA-BICS) ............................................................................126 10 Discussion and Conclusion (S. Kilga) ........................................................................
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