Stop production of L1 Chinese - L2 English - L3 Spanish learners: The source and direction of crosslinguistic influence

• Wei, Yanziye ^[1]
  1. [1] Lingnan University

     Lingnan University

     RAE de Hong Kong (China)

     
• Localización: Estudios de fonética experimental, ISSN 1575-5533, ISSN-e 2385-3573, Nº. 34, 2025, págs. 21-40
• Idioma: inglés
• DOI: 10.1344/efe-2025-34-21-40
• Títulos paralelos:
  • Producció d'oclusives en aprenents d’L1 xinès - L2 anglès - L3 espanyol: Origen i direcció de la influència interlingüística
• Enlaces
  • Texto completo
• Resumen
  • català

    Les investigacions anteriors han aportat informació valuosa sobre l’adquisició fonètica en una tercera llengua, però l’origen i la direcció de la influència interlingüística continuen sense aportar resultats concloents. Aquest estudi analitza la producció d’oclusives per part d’aprenents d’L1 xinès - L2 anglès - L3 espanyol en les tres llengües i compara els seus valors de temps d’inici de la sonoritat (VOT) amb els de parlants monolingües de cada llengua. Els resultats revelen una influència mútua entre L1 i L2 i un patró de transferència progressiva seguint una trajectòria L1 → L2 → L3. Així, l’L2, més que l’L1, pot actuar com a principal font de transferència cap a l’L3. Aquests resultats tenen implicacions per a l’ensenyament de llengües, ja que suggereixen que els docents haurien de tenir en compte el coneixement previ de l’L2 en la planificació del currículum.

  • English

    Previous research has provided valuable insights into third language speech acquisition, yet the results regarding the direction and source of cross-linguistic influence remain inconclusive. This study examines the production of stops by L1 Chinese - L2 English - L3 Spanish speakers across all three languages and compares their voice onset time (VOT) values to those of monolingual speakers in each language. The results revealed the mutual influence between L1 and L2 and a progressive transfer pattern following an L1 → L2 → L3 trajectory. Accordingly, L2, rather than L1, may serve as the primary source of transfer to L3. These findings have important implications for language teaching, suggesting that teachers should consider learners’ existing L2 knowledge in syllabus design.

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