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(Romanian) on L2/L3 Learning (Catalan/Spanish) Simona Popa

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Nom/Logotip de la Universitat on s’ha llegit la tesi Language transfer in second language acquisition. Some effects of L1 instruction (Romanian) on L2/L3 learning (Catalan/Spanish) Simona Popa http://hdl.handle.net/10803/380548 ADVERTIMENT. L'accés als continguts d'aquesta tesi doctoral i la seva utilització ha de respectar els drets de la persona autora. Pot ser utilitzada per a consulta o estudi personal, així com en activitats o materials d'investigació i docència en els termes establerts a l'art. 32 del Text Refós de la Llei de Propietat Intel·lectual (RDL 1/1996). Per altres utilitzacions es requereix l'autorització prèvia i expressa de la persona autora. En qualsevol cas, en la utilització dels seus continguts caldrà indicar de forma clara el nom i cognoms de la persona autora i el títol de la tesi doctoral. No s'autoritza la seva reproducció o altres formes d'explotació efectuades amb finalitats de lucre ni la seva comunicació pública des d'un lloc aliè al servei TDX. Tampoc s'autoritza la presentació del seu contingut en una finestra o marc aliè a TDX (framing). Aquesta reserva de drets afecta tant als continguts de la tesi com als seus resums i índexs. ADVERTENCIA. El acceso a los contenidos de esta tesis doctoral y su utilización debe respetar los derechos de la persona autora. Puede ser utilizada para consulta o estudio personal, así como en actividades o materiales de investigación y docencia en los términos establecidos en el art. 32 del Texto Refundido de la Ley de Propiedad Intelectual (RDL 1/1996). Para otros usos se requiere la autorización previa y expresa de la persona autora. En cualquier caso, en la utilización de sus contenidos se deberá indicar de forma clara el nombre y apellidos de la persona autora y el título de la tesis doctoral. No se autoriza su reproducción u otras formas de explotación efectuadas con fines lucrativos ni su comunicación pública desde un sitio ajeno al servicio TDR. Tampoco se autoriza la presentación de su contenido en una ventana o marco ajeno a TDR (framing). Esta reserva de derechos afecta tanto al contenido de la tesis como a sus resúmenes e índices. WARNING. Access to the contents of this doctoral thesis and its use must respect the rights of the author. It can be used for reference or private study, as well as research and learning activities or materials in the terms established by the 32nd article of the Spanish Consolidated Copyright Act (RDL 1/1996). Express and previous authorization of the author is required for any other uses. In any case, when using its content, full name of the author and title of the thesis must be clearly indicated. Reproduction or other forms of for profit use or public communication from outside TDX service is not allowed. Presentation of its content in a window or frame external to TDX (framing) is not authorized either. These rights affect both the content of the thesis and its abstracts and indexes. Doctoral Dissertation Language transfer in second language acquisition. Some effects of L1 instruction (Romanian) on L2/L3 learning (Catalan/Spanish) SIMONA POPA Supervisor: Dr. Àngel Huguet-Canalís Doctoral program: Educació, Societat i Qualitat de Vida Lleida, 2016 Acknowledgements First of all, the present study would not have been possible without the FI-DGR scholarship (Reference number 2013 FI_B 00347) granted by AGAUR (Agència de Gestió d’Ajuts Universitaris i de Recerca), which enabled me to fully dedicate the last three years (2013-2016) to this research. For it, I am profoundly thankful. I also wish to express my appreciation to the Department of Education, and especially to all the students, teachers, and administrative personnel involved in this investigation. My utmost gratitude goes to my supervisor, prof. Dr. Àngel Huguet-Canalís, for his mentorship and trust, as well as his encouragement and patience with all the processes I underwent along these three years. I am also grateful to the members of the research group ‘Plurilingualism and education’ (Ceci, Clara, Judit, and Jose Luis), with whom I had the pleasure to work during the last three years. I appreciate their support, encouragement, and help in times of need. I am also deeply thankful to prof. Dr. Théophile Munyangeyo, for granting me the opportunity to be part of his academic family at Leeds Beckett University, and also for the highly cherished support offered during my stay there, both professional and personal. I would like to extend my thanks to my colleagues and friends, Adelina, Carmen, and Mireia. Special thanks for your presence and support, so diverse, ranging from the reading of different versions of the manuscript or valuable statistical, technical, and formatting counselling, to kind words, warm tea, and homemade food, among many others. Likewise, I wish to thank my family for their support and much appreciated constant presence. To my brother, Marius, for always believing in me and for constantly encouraging me to pursue goals that I wouldn’t even dare to dream of. My special gratitude goes to my chosen family, my friends. Especially to Sandra, for being such a loving friend and a model of strength and perseverance, and to Vicky, for simply being the most wonderful best friend one can only hope for and I was fortunate enough to find. Also, I would like to thank two very special women, Elena and Mandita, for making me part of their families and for being there for me through it all, as friends, mothers, confidants. Abbreviations used throughout the work BICS basic interpersonal communicative skills CA contrastive analysis CAH contrastive analysis hypothesis CALP cognitive/academic language proficiency CLI cross-linguistic influence CSE Compulsory Secondary Education CUP common underlying proficiency DO direct object ESL English as a Second Language EA error analysis FL foreign language FLA first language attrition IL interlanguage IO indirect object L1 first language L2 second language L3 third language LAD language acquisition device LT language transfer MT mother tongue NL native language NNS non-native speaker NS native speaker SLA second language acquisition SLL second language learning TL target language UG universal grammar Abbreviations and conventions used for interlinear morpheme-by- morpheme glosses Standard abbreviations used for glossing the examples 1 first person 2 second person 3 third person AMB ambiguous ART article CL clitic COND The Present Conditional DEF definite DET determiner F feminine FUT The Simple Future IMP The Imperative IND indefinite INF infinitive IPF The Imperfect ISU The Imperfect Subjunctive M masculine N neuter PAR participle PCO The Conditional Perfect PFU The Future Perfect PL plural PLS The Past Perfect (Pluperfect) Subjunctive PLU The Past Perfect (Pluperfect) PREP preposition PRF The Present Perfect PRON pronoun PRS The Simple Present PST The Preterite (The Simple Past) PSU The Present Perfect Subjunctive SG singular SUB The Present Simple Subjunctive Symbols used for glossing the examples - separates morphs and the corresponding glosses (used in morph-by-morph segmentation) . separate multiple glosses of a single morph or word form (used when morph-by- morph segmentation is not necessary) . when a single object-language element is rendered by several metalanguage elements (words or abbreviations), these are separated by periods ≡ equivalent; marks syncretism (3SG≡3PL indicates that the 3rd person singular is syncretic with the 3rd person plural) Ø null argument; zero inflectional ending; element omitted Symbols used in the examples x [*] unattested or ungrammatical example 0x element omitted Abstract In migration contexts, the diversity of languages in contact triggers the processes of second language (L2) acquisition and language transfer; as well as drawing attention to the importance of mother tongue (L1) maintenance. The present study examines the processes of L2 acquisition (Catalan and Spanish), L1 (Romanian) maintenance, and L1 transfer, in the case of 130 immigrant Romanian students, as well as the effect of attendance at L1 classes and length of residence on the three languages analysed. Accordingly, three parallel language competence tests were applied in seven public schools of Compulsory Secondary Education in Catalonia. Generally, the results indicate that the language transfer from the L1 to the L2s occurs and a longer length of residence facilitates the learning of Catalan and Spanish, but, at the same time, hinders the level of competence in L1. Also, attendance at Romanian classes seems to influence the maintenance of the mother tongue and the acquisition of the second languages. Resum En contextos de migració, la diversitat de llengües en contacte esdevé processos d’adquisició de segones llengües (L2) i de transferència lingüística; a més de revifar el debat sobre la importància del manteniment de la llengua materna (L1). En el següent treball s’exploren els processos d’adquisició de l’L2 (català i castellà), del manteniment de l’L1 (romanès) i de la transferència lingüística de l’L1, de 130 estudiants immigrants d’origen romanès; així com l’efecte d’assistir a classes d’L1 i el temps d’estada, en les tres llengües estudiades. Per a aquest propòsit, s’han aplicat tres proves paral·leles de competència lingüística en set instituts d’Educació Secundària Obligatòria de Catalunya. A nivell general, els resultats indiquen que la transferència lingüística de l’L1 a les L2s sorgeix i que un major temps d’estada afavoreix l’aprenentatge del català i del castellà però, al mateix temps, va en detriment del nivell del coneixement adquirit en la seva L1. Així mateix, l’assistència a classes de romanès sembla influir en el manteniment de la seva llengua materna i en l’aprenentatge de segones llengües. Resumen En contextos de migración, la diversidad de lenguas en contacto desencadena procesos de adquisición de segundas lenguas (L2) y de transferencia lingüística; además de reavivar el debate sobre la importancia del mantenimiento de la lengua materna (L1).
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