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SUMMARY:Third language acquisition at the initial stages: An event-related
  potential study probing for transfer - Jason Rothman\, David Miller and E
 loi Puig-Mayenco (University of Reading / UiT the Arctic University of Nor
 way)
DTSTART:20180208T163000Z
DTEND:20180208T183000Z
UID:TALK97894@talks.cam.ac.uk
CONTACT:Giulia Bovolenta
DESCRIPTION:In this talk\, we first offer a brief introduction to the form
 al linguistic study of  morphosyntactic transfer in third language (L3) ac
 quisition.  To this end\, we will offer a research synthesis of 64 studies
  attempting to understand which theories explain the data best as a whole 
 and which research practices seem to correlate with particular outcomes in
  available studies (Puig-Mayenco\, González Alonso & Rothman\, submitted)
 .  The study of transfer at the initial stages of L3 acquisition is import
 ant as it contributes to a more fine-grained understanding of (i) how the 
 mind-brain represents language and (ii) how cognitive economy is a determi
 nistic variable in acquisition processes more generally\, yet to date L3 s
 tudies have used only a limited set of behavioural experimental testing me
 tjods. The second part of this talk aims to demonstrate how L3 transfer st
 udies can benefit from a neuro/psycholinguistic methodological approach\, 
 particularly concerning event-related potential (ERP) experiments (see Rot
 hman\, Alemán Bañón & González Alonso\, 2015). In this vein\, we will 
 introduce a collaborative\, on-going L3 ERP project that makes use of a se
 t of artificial mini-grammars to examine L3 acquisition of grammatical (ge
 nder) agreement at the very initial stages of transfer\, comparing and con
 trasting L1 Romance-L2 English and L1 English-L2 Romance speakers. We argu
 e that such a methodology\, especially when combined with the behavioural 
 literature\, can adjudicate between current articulations of the central p
 roposals of L3 acquisition to date\, namely the L2 Status Factor (Bardel &
  Falk\, 2007\; Bardel & Sánchez\, 2017)\, the Cumulative Enhancement Mode
 l (Flynn\, et al. 2004\; Bérkes & Flynn\, 2012)\, and the Typological Pri
 macy Model (Rothman\, 2011\;2015) in a way that behavioral methodologies a
 lone have not been able to do. 
LOCATION:GR-06/7\, Faculty of English\, 9 West Rd (Sidgwick Site)
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