Service interruption on Monday 11 July from 12:30 to 13:00: all the sites of the CCSD (HAL, EpiSciences, SciencesConf, AureHAL) will be inaccessible (network hardware connection).
Skip to Main content Skip to Navigation
Journal articles

Acquisition of L3 French wh-question structure by Persian-English bilinguals

Abstract : This study attempts to tease apart the effect of dominant languages of communication on the acquisition of syntactic properties of L3 French in order to test the current L3 generative theories. Three groups of bilinguals took part in this study: L1 Persian/L2 English, with French as the dominant language of communication, L1 Persian/L2 English, with Persian as the dominant language of communication and L1 English/L2 Persian, with Persian as the dominant language of communication. English and French pattern similarly in the wh-question structures. That is to say, wh-question word moves pre-subject position while in Persian it remains in situ. The results rejected the effect of the four proposals (e.g. the L1 factor; the L2 Status Factor; the Cumulative Enhancement Model [CEM]; the Typological Proximity Model [TPM]), but the role of dominant language) in the acquisition of the third language was confirmed by grammaticality judgment and element rearrangement task. The implication of this study suggests that the initial path of L3 acquisition is not determined by wholesale transfer or mixed transfer theories but rather by the learners’ dominant language of communication.
Document type :
Journal articles
Complete list of metadata
Contributor : Admin UL Connect in order to contact the contributor
Submitted on : Thursday, May 27, 2021 - 1:52:58 PM
Last modification on : Tuesday, May 3, 2022 - 2:06:07 PM
Long-term archiving on: : Saturday, August 28, 2021 - 7:10:15 PM


Acquisition of L3 French wh qu...
Publisher files allowed on an open archive


Distributed under a Creative Commons Attribution 4.0 International License



Ali Akbar Jabbari, Guy Achard-Bayle, Driss Ablali. Acquisition of L3 French wh-question structure by Persian-English bilinguals. Cogent Education, Cogent OA an imprint of Taylor & Francis, 2018, 5 (1), pp.1524551. ⟨10.1080/2331186x.2018.1524551⟩. ⟨hal-03239130⟩



Record views


Files downloads