Third Language Acquisition and Linguistic Transfer
Third Language Acquisition and Linguistic Transfer
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DOI：
10.1017/9781316014660
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发表时间：
2019-01-01
期刊：
影响因子：
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通讯作者：
PuigMayenco, E.
中科院分区：
文献类型：
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作者：
Rothman, J.;Alonso, J. G.;PuigMayenco, E.
作为该领域的一员，本书旨在回答作者提出的两个问题，即“习得第三语言与习得第二语言相同吗？”和“非母语习得的所有实例都是一样的吗？”（Rothman et al. 2019：iii）。这篇评论的目的是对 TLA 进行批判性而非描述性评估，仅强调本书中我质疑或赞扬的一些（而非全部）精选元素。顺便说一句，下面的大多数评论实际上都与本书开头概述的基本概念有关，而不是后面章节中的文献综述。本书的总体结构如下：在开头（第一章和第二章），作者“设定背景”并概述了生成语言学的相关发展，这些发展导致了第三语言习得的创建。作者还提到了当前领域的一些挑战。然后，第三章回顾了有关词汇习得和音韵学的文献。第 4 章着眼于早期文献中提供的迁移概念和迁移模型，本章的大部分内容致力于类型学邻近模型（TPM，参见 Rothman 和 Cabrelli Amar o 2010）。最后，在第 5 章中，研究人员对该领域的文献进行了系统回顾（基于 Puig-Mayenco 等人，2020 年），并在第 6 章中总结了他们对未来工作的计划。值得注意的是，这本书是第一本完全致力于第三语言习得的书，因此几乎具有历史意义。为此，在进行更折衷的讨论之前，我要提到第 2-4 章中的研究概述通常是全面且精心编写的（例如，关于累积增强模型，参见 Fernández-Berkes 和 Flynn 2021）。在第一章中，作者概述了 L3 习得研究的背景，即 L2 研究和邻近领域。除了本章的全面性之外，作者的一些陈述也值得商榷。例如，罗斯曼等人。指出“学习 L2 的典型成年人周围的本地输入数量远不及学习 L1 的孩子”，等等（第 15 页）。由于“成人”可能是指未达到双语水平而是达到 L2 熟练程度的任何人（即，开始年龄是在婴儿期之后），因此可以公平地说，许多青少年（以及一小部分成年人）确实通过沉浸式方式获得了 L2（参见 Cummins 2000），其输入非常类似于儿童学习 L1 的输入。尽管如此，作者继续强调了关于最终成就的非常重要的“可以”/“不可以”与“做/不做”二分法，正确地
of the field, this volume aimed at answering the two questions the authors posed, namely,‘Is acquiring a third language the same as acquiring a second?’and ‘Are all instances of nonnative language acquisition simply one and the same?’(Rothman et al. 2019: iii). This review aims at critical rather than descriptive evaluation of TLA, highlighting only some (and by no means all) select elements of the book which I either question or laud. Incidentally, most of the comments below will actually relate to the foundational concepts overviewed at the beginning of the book as opposed to literature review in later chapters. The overall structure of the book is as follows: at the beginning (Chapters 1 and 2), the authors ‘set the context’and outline the relevant developments in generative linguistics which led to creation of third language acquisition. The authors also mention some challenges of the current field. Then, Chapter 3 reviews literature on acquisition of lexis and phonology. Chapter 4 looks at the notion of transfer and models of transfer offered in earlier literature, and much of the chapter is devoted to the Typological Proximity Model (TPM, cf. Rothman and Cabrelli Amar o 2010). Lastly, in Chapter 5 the researchers present a systematic review of the literature in the field (based on Puig-Mayenco et al. 2020), and conclude with their plans on future work in Chapter 6. It is worth noting that the book is one of the first volumes devoted entirely to third language acquisition, and thus has an almost historical significance. To that end, before moving to a more eclectic discussion, I will mention that overviews of research in Chapters 2–4 are generally comprehensive and carefully written (eg with respect to the Cumulative-Enhancement Model, cf. Fernández-Berkes and Flynn 2021). In Chapter 1, the authors outline the background for L3 acquisition studies, that is, L2 studies and adjacent fields. Together with the comprehensiveness of the chapter, some statements the authors make are debatable. For example, Rothman et al. point out that ‘the typical adult acquiring L2 is not surrounded by quantities of native input anywhere near that of a child learning her L1’, etc.(p. 15). As ‘adult’might be anyone who is not attaining bilingual but rather L2 proficiency (ie the age of onset is after infancy), it is fair to say that plenty of adolescents (and a somewhat lesser portion of adults) do acquire L2 by immersion (cf. Cummins 2000) where the input is very much like that of a child learning their L1. In spite of this, the authors proceed to highlight very important can/cannot versus do/do not dichotomies with regard to ultimate attainment, rightly