Cross-linguistic influence in the acquisition of phonology and phonetics by multilingual children and adults

由于在学校大规模引入两门外语的教育政策，由于外汇计划的机会增加以及与工作有关的流动性增加，使用多种语言正在成为欧洲公民的常态。尽管语言习得研究的主要目标之一是探讨使用多种语言的人所掌握的不同语言之间的相互影响，但跨语言影响现象（cross-linguistic influence，CLI）还远未得到充分的理解。特别是对影响CLI频率、方向和形式的因素的探索还处于起步阶段。该项目调查了20名多语种发言者（儿童和成人）的语音和语音跨语言影响，其中包括德语，英语，法语/拉丁语和波兰语。该研究采用为期10个月的纵向设计，有四个数据收集点，将在这些点测试每位参与者的语言产生和感知。这将通过两名成年参与者为期14周的密集数据收集来加强。特别是，语音和语音CLI之间的错综复杂的关系，在多语言和它的制约因素，如年龄/年龄的收购，熟练程度在第二语言（L2）和第三语言（L3），语言距离/感知语言距离，元语言意识，近使用和L2状态将被检查。此外，还将探讨这些因素之间的动态关系，并建立一个触发语音CLI的因素层级。因此，该项目将在动态系统理论的框架内进行第一次大规模的纵向研究，以获得关于波兰语作为L3的习得的真实发展数据，这对于在典型的课堂环境中理解和理论建模语言学习过程至关重要。

Multilingualism is becoming the norm for European citizens due to the educational policies that introduce two foreign languages at school on a mass scale, due to increasing opportunities in foreign exchange programme as well as a growing job-related mobility. Although the investigation of the mutual influence of the different languages that a multilingual speaker knows has been one of the main research objectives in language acquisition studies, the phenomenon of cross-linguistic influence (CLI) is still far from being well understood. Especially the exploration of the factors influencing the frequency, direction and form of CLI is still in its infancy. This project investigates phonological and phonetic cross-linguistic influence in 20 multilingual speakers, both children and adults, with the language combination of German, English, French/Latin and Polish. The study uses a 10-month longitudinal design with four data collection points at which language production and perception will be tested for each participant. This will be augmented by a 14-week period of dense data collection for two adult participants. In particular, the intricate relationship between phonological and phonetic CLI in multilinguals and its conditioning factors such as age/age of acquisition, proficiency in second language (L2) and third language (L3), language distance/perceived language distance, metalinguistic awareness, recency of use and L2 status will be examined. Also, the dynamic relationship between the factors themselves will be investigated and a hierarchy of factors triggering phonological CLI will be established. This project will thus carry out, in the framework of Dynamic Systems Theory, the first large-scale longitudinal study to obtain authentic developmental data on the acquisition of Polish as an L3, which is crucial for the understanding and theoretical modelling of the acquisition processes during language learning in a typical classroom environment.