Multiple language learning
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Published:
Nov 11, 2016
Updated:
2016-11-11
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2016-11-11 (1)
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Abstract
English is no longer seen as an extra qualification and it has become a sine qua non basic skill rather than a foreign language, resulting in the slogan English is not enough not only for second language speakers of English but also for the L1 speakers. Accordingly, in this paper, we review studies on multilingualism and simultaneous or successive learning of multiple languages and describe the languages involved in terms of their qualitative or quantitative properties by referring to accessibility, universal grammar and initial state theories, finally aiming to dissipate the terminological ambiguity in the field. In this context, based on the current theories of Universal Grammar on lexical and grammatical learning and theoretical and applied studies on multilingualism and multilingual individuals, we put forth approaches and strategies suggested for simultaneous or successive learning of multiple languages. The results obtained from the study not only contribute to the terminology but also understanding of the simultaneous and successive learning of multiple languages.
Keywords: languages, learning, strategies, multilingualism.
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How to Cite
Seker, E. (2016). Multiple language learning. Global Journal of Foreign Language Teaching, 6(4), 196–205. https://doi.org/10.18844/gjflt.v6i4.1670
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References
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Cenoz, J., & Valencia, J. F. (1994). Additive trilingualism: Evidence from the Basque country. Applied Psycholinguistics, 15(02), 195-207.
Chomsky, N. (1964). The logical basis of linguistic theory. In Proceedings of the ninth international congress of linguists (pp. 914-978). Mouton and Co., The Hague.
Chomsky, N., & Lasnik, H. (1993). Principles and parameters theory. Syntax: An international handbook of contemporary research, 1, 505-569.
Chomsky, N. (1995). The Minimalist Program. Cambridge: MIT Press.
Cook, V. (1992). Evidence for multicompetence. Language Learning, 42, 557_591.
Cook, V. & Newson, M. (1996). Chomsky's universal grammar: an introduction, Oxford: Blackwell.
De Groot, A. ( 2002). Lexical representation and lexical processing in the L2 user. In: Vivian J. Cook (ed.), Portraits of the L2 User, 29–64. Clevedon: Multilingual Matters.
Ender, A. (2007). Wortschatzerwerb und Strategieneinsatz bei mehrsprachigen Lernenden. Aktivierung von Wissen und erfolgreiche Verknupfung beim Lesen auf Verstandnis einer Fremdsprache. Hohengehren: Schneider.
Eng, W. B. & Muftah, M. Y. A . (2011). English Verb Movement Parameter in the interlanguage of L1 Arabic Speakers. The Linguistics Journal, 5(1), 125-168.
Epstein, S., Flynn, S., & Martohardjono, G. (1996). Second language acquisition: theoretical and experimental issues in contemporary research. Brain and Behavioural Sciences, 19, 677-758.
Felix, S.W. (1996). Some differences between first and second language acquisition.In V.J. Cook and M. Newson, Chomsky’s Universal Grammar, Oxford: Blackwell Publishers Ltd.
Genesee, F. (2003) Portrait of the bilingual child. In: Vivian J. Cook (ed.), Portraits of the L2 User, 161–179. Clevedon: Multilingual Matters.
Graddol, D. (2006). English next (Vol. 62). London: British Council.
Henriksen, B. (2013). Research on L2 learners collocational competence and development –a progress report. The Annual Conference of the European Second Language Association (EUROSLA), 29-56.
Hopf, S.C., McLeod, S., & McDonagh, S. H. (2016). Linguistic multi-competence of Fiji school students and their conversational partners. International Journal of Multilingualism, 1-20.
Hufeisen, B. (2000).How do foreign language learners evaluate various aspects of their multilingualism. Tertiär-und Drittsprachen. Projekte und empirische Untersuchungen. Tübingen: Stauffenberg, 23-56.
Hufeisen, B., & Jessner, U. (2009). Learning and teaching multiple languages. Handbook of foreign language communication and learning, 6, 109.
Jadallah, M., & Hasan, F. (2010). A review of some new trends in using L1 in the EFL classroom. In National Conference on:" Improving TEFL Methods & Practices at Palestinian Universities.
Karchner-Ober, R. (2012). Speaking, reading and writing in three languages. Preferences and attitudes of multilingual Malaysian students. International Journal of Multilingualism, 9(4), 385-406.
McLaughlin, B. (1990). The relationship between first and second languages: Language proficiency and language aptitude. The development of second language proficiency, 158-178.
Muysken, P. (2000). Bilingual speech: A typology of code-mixing. Cambridge University Press.
Myers-Scotton, C. (2002). Contact linguistics: Bilingual encounters and grammatical outcomes. Oxford University Press on Demand.
Onishi, H. (2016). The effects of L2 experience on L3 perception. International Journal of Multilingualism, 13(4), 459-475.
Schwartz, B. D., & Sprouse, R. A. (1996). L2 cognitive states and the full transfer/full access model. Second language research, 12(1), 40-72.
Singleton, D. (1987). Mother and other tongue influence on learner French. Studies in Second Language Acquisition, 9(03), 327-345.
Swain, M., & Lapkin, S. (2000). Task-based second language learning: The uses of the first language. Language teaching research, 4(3), 251-274.
Tracy, R. (2007). Wie viele Sprachen passen in einen Kopf? Mehrsprachigkeit als Herausforderung für Gesellschaft und Forschung. Mehrsprachigkeit bei Kindern und Erwachsenen. Erwerb Formen Förderung. Tübingen: Attempto-Verlag, 69-92.
Wei, L. (2008). Research perspectives on bilingualism and multilingualism. The Blackwell guide to research methods in bilingualism and multilingualism, 3-17.
White, L. (2003). Second language acquisition and universal grammar. Cambridge University Press.
Wilton, A. (2009). Multilingualism and foreign language learning. Handbook of foreign language communication and learning (pp.45-78).Berlin: Mouton de Gruyter
Bley-Vroman, R.W. (1996). The logical problem of second language learning. In V.J. Cook and M. Newson, Chomsky’s Universal Grammar, Oxford: Blackwell Publishers Ltd.
Cenoz, J., & Genesee, F. (Eds.). (1998). Beyond bilingualism: Multilingualism and multilingual education (Vol. 110). Multilingual Matters.
Cenoz, J., & Jessner, U. (Eds.). (2000). English in Europe: The acquisition of a third language (Vol. 19). Multilingual Matters.
Cenoz, J., & Valencia, J. F. (1994). Additive trilingualism: Evidence from the Basque country. Applied Psycholinguistics, 15(02), 195-207.
Chomsky, N. (1964). The logical basis of linguistic theory. In Proceedings of the ninth international congress of linguists (pp. 914-978). Mouton and Co., The Hague.
Chomsky, N., & Lasnik, H. (1993). Principles and parameters theory. Syntax: An international handbook of contemporary research, 1, 505-569.
Chomsky, N. (1995). The Minimalist Program. Cambridge: MIT Press.
Cook, V. (1992). Evidence for multicompetence. Language Learning, 42, 557_591.
Cook, V. & Newson, M. (1996). Chomsky's universal grammar: an introduction, Oxford: Blackwell.
De Groot, A. ( 2002). Lexical representation and lexical processing in the L2 user. In: Vivian J. Cook (ed.), Portraits of the L2 User, 29–64. Clevedon: Multilingual Matters.
Ender, A. (2007). Wortschatzerwerb und Strategieneinsatz bei mehrsprachigen Lernenden. Aktivierung von Wissen und erfolgreiche Verknupfung beim Lesen auf Verstandnis einer Fremdsprache. Hohengehren: Schneider.
Eng, W. B. & Muftah, M. Y. A . (2011). English Verb Movement Parameter in the interlanguage of L1 Arabic Speakers. The Linguistics Journal, 5(1), 125-168.
Epstein, S., Flynn, S., & Martohardjono, G. (1996). Second language acquisition: theoretical and experimental issues in contemporary research. Brain and Behavioural Sciences, 19, 677-758.
Felix, S.W. (1996). Some differences between first and second language acquisition.In V.J. Cook and M. Newson, Chomsky’s Universal Grammar, Oxford: Blackwell Publishers Ltd.
Genesee, F. (2003) Portrait of the bilingual child. In: Vivian J. Cook (ed.), Portraits of the L2 User, 161–179. Clevedon: Multilingual Matters.
Graddol, D. (2006). English next (Vol. 62). London: British Council.
Henriksen, B. (2013). Research on L2 learners collocational competence and development –a progress report. The Annual Conference of the European Second Language Association (EUROSLA), 29-56.
Hopf, S.C., McLeod, S., & McDonagh, S. H. (2016). Linguistic multi-competence of Fiji school students and their conversational partners. International Journal of Multilingualism, 1-20.
Hufeisen, B. (2000).How do foreign language learners evaluate various aspects of their multilingualism. Tertiär-und Drittsprachen. Projekte und empirische Untersuchungen. Tübingen: Stauffenberg, 23-56.
Hufeisen, B., & Jessner, U. (2009). Learning and teaching multiple languages. Handbook of foreign language communication and learning, 6, 109.
Jadallah, M., & Hasan, F. (2010). A review of some new trends in using L1 in the EFL classroom. In National Conference on:" Improving TEFL Methods & Practices at Palestinian Universities.
Karchner-Ober, R. (2012). Speaking, reading and writing in three languages. Preferences and attitudes of multilingual Malaysian students. International Journal of Multilingualism, 9(4), 385-406.
McLaughlin, B. (1990). The relationship between first and second languages: Language proficiency and language aptitude. The development of second language proficiency, 158-178.
Muysken, P. (2000). Bilingual speech: A typology of code-mixing. Cambridge University Press.
Myers-Scotton, C. (2002). Contact linguistics: Bilingual encounters and grammatical outcomes. Oxford University Press on Demand.
Onishi, H. (2016). The effects of L2 experience on L3 perception. International Journal of Multilingualism, 13(4), 459-475.
Schwartz, B. D., & Sprouse, R. A. (1996). L2 cognitive states and the full transfer/full access model. Second language research, 12(1), 40-72.
Singleton, D. (1987). Mother and other tongue influence on learner French. Studies in Second Language Acquisition, 9(03), 327-345.
Swain, M., & Lapkin, S. (2000). Task-based second language learning: The uses of the first language. Language teaching research, 4(3), 251-274.
Tracy, R. (2007). Wie viele Sprachen passen in einen Kopf? Mehrsprachigkeit als Herausforderung für Gesellschaft und Forschung. Mehrsprachigkeit bei Kindern und Erwachsenen. Erwerb Formen Förderung. Tübingen: Attempto-Verlag, 69-92.
Wei, L. (2008). Research perspectives on bilingualism and multilingualism. The Blackwell guide to research methods in bilingualism and multilingualism, 3-17.
White, L. (2003). Second language acquisition and universal grammar. Cambridge University Press.
Wilton, A. (2009). Multilingualism and foreign language learning. Handbook of foreign language communication and learning (pp.45-78).Berlin: Mouton de Gruyter