This paper deals with the process of third language acquisition by Turkish immigrants in Germany. This process is unique and distinct from their first and second language acquisition, as it is influenced by first and second language acquisition.
Cultural diversity in different societies around the world, in the 21st century, places a great emphasis on the value of language acquisition. Whether it is in business, politics or other international interactions, and further aspects of life, in particular education, language acquisition has become more and more important.
As a result, bilingualism is seen as a norm rather than an exception in many societies around the globe. Although considered fairly recent, linguistics have studied the acquisition of a first language by infants and second language acquisition in children and adults with varying approaches in the past decades. However, people are not only increasingly exposed to numerous languages in multilingual settings but they are also learning them. This is ascribed to the movement of people from one society to another resulting in an increased contact with different cultures.
Due to that fact, researchers have begun to put an emphasis on studies about multilingualism and the distinct acquisition of languages past a second non-native language. While many researchers classified any non-native language acquisition as second language acquisition in the past, recent studies discuss the phenomenon of third language acquisition.
In this day and age it has become common that migrants who are proficient in their native language and have moved to or are born in a multicultural country will not only learn the official language of that same country but also an additional foreign language. Because of this growing phenomenon bilingualism and its effects on third language acquisition have also gained more attention by researchers in linguistic studies.
According to the Federal Statistical Office of Germany and a microcensus which has been conducted in the year 2013, 16.5 million out of the total population of roughly 81 million people in Germany had a migrant background. The largest ethnic group of immigrants, who either migrated to Germany or were born in Germany as second generation immigrants, is comprised of Turks. On this account language acquisition of Turks living in multicultural Germany and their integration in terms of language is significant to the study of third language acquisition.
Table of Contents
Introduction
1. Turkish Immigrants in Germany
2. Review of Literature
3. Third Language Acquisition in Turkish-German Bilinguals
3.1. Analysis of Written Language
3.2 Analysis of Spoken Language
Conclusion
References
Objectives and Topics
This paper examines the complex process of third language acquisition (L3) among Turkish-German bilinguals in Germany. The primary research focus lies on how existing L1 (Turkish) and L2 (German) competencies influence the acquisition of a third language (English) in an educational context, specifically investigating syntactic interference and language awareness.
- History and linguistic background of Turkish immigrants in Germany
- Theoretical framework of L3 acquisition and language transfer
- Syntactic influence of German on English written production
- Role of language awareness in spoken L3 learning
- Impact of typological distance between languages on acquisition success
Excerpt from the Book
3.1. Analysis of Written Language
In her study Şimşek obtained spoken and written data of her Turkish-German students studying English in Germany as well as data from Turkish monolinguals in Turkey studying English at the same level of proficiency. The method used for data collection not only covered written and spoken language but also questionnaires and interviews revealing cultural and language backgrounds of the studied subjects. One of the main findings in the study is that "word order structures used by the Turkish-German bilingual subjects in English production that deviate from English word order rules differs significantly from that of Turkish monolinguals" (Şimşek 146). The faulty use of word order structures becomes evident in one of the written examples of a Turkish German student:
"(27) When we come to airport, give we the suitcases there fort and go to the plane. (from S12_E2)" (Şimşek 102).
When viewing this example and taking a look at English grammar it is apparent that this student does not use the sentence structure of subject, verb, and then the object as appropriate in the English language. On the contrary the Turkish-German student transfers German grammar, that of a complex sentence, into his or her sentence formation hence demonstrating a dominant German influence in his or her L3 learning. Out of a total number of 465 English sentences written by Turkish-German bilingual students, 233 sentences were influenced by the German language and 146 incorrect due to German word order or features (cf. Şimşek 119).
Summary of Chapters
Introduction: This chapter highlights the rising importance of language acquisition in a globalized, multicultural 21st century and introduces the phenomenon of third language acquisition among migrant populations.
1. Turkish Immigrants in Germany: This section provides historical context on Turkish migration to Germany and explains how these individuals became bilingual in Turkish and German before acquiring English as a third language.
2. Review of Literature: This chapter surveys existing research on L3 acquisition, emphasizing the unique challenges of distinguishing L3 learning from L1 and L2 processes, including the role of language switching and activation.
3. Third Language Acquisition in Turkish-German Bilinguals: This chapter synthesizes findings on how bilingual speakers navigate the acquisition of English, discussing the complex interplay between their previous language knowledge and the target language.
3.1. Analysis of Written Language: This section details empirical findings showing how Turkish-German students frequently transfer German syntactic structures into their English writing, leading to specific types of errors.
3.2 Analysis of Spoken Language: This section examines spoken classroom data, revealing that despite written errors, students display high levels of language awareness and the ability to self-correct in real-time.
Conclusion: This chapter summarizes the key insights regarding the influence of previous language knowledge on L3 acquisition and suggests future research directions in the field of multilingualism.
References: Provides a comprehensive list of scholarly sources used to support the analysis of third language acquisition.
Keywords
Third Language Acquisition, L3, Bilingualism, Multilingualism, Turkish-German, Language Transfer, Syntactic Interference, Language Awareness, Second Language Acquisition, Language Switching, Educational Setting, Linguistics, Word Order, German, English.
Frequently Asked Questions
What is the core focus of this publication?
The work focuses on the processes and challenges associated with third language (L3) acquisition, specifically examining Turkish-German bilinguals learning English within the German secondary school system.
What are the primary themes discussed?
The main themes include linguistic transfer, the impact of bilingualism on further language learning, the distinction between L2 and L3 acquisition, and the role of educational settings in language development.
What is the research goal of this paper?
The goal is to explore how the prior knowledge of two languages (Turkish and German) influences the acquisition of a third language (English) and whether this bilingual background acts as an advantage or a source of interference.
Which scientific methods were employed?
The paper utilizes a literature-based analysis of case studies, specifically drawing on the work of Sağin Şimşek, and reviews qualitative and quantitative data regarding written and spoken English production.
What topics are covered in the main section?
The main section analyzes written English sentences for syntactic transfer from German, examines spoken classroom discourse, and evaluates the concept of language awareness among students.
Which keywords best describe this study?
Key terms include Third Language Acquisition, bilingualism, syntactic interference, language transfer, and language awareness.
How does German influence the students' English acquisition?
The study finds that students often transfer German word order structures into their English, which causes deviations from English grammatical norms, especially in written production.
Does bilingualism help or hinder the learning of a third language?
The paper concludes that while bilingualism can lead to negative syntactic transfer (as seen in written work), it also fosters high levels of language awareness, which helps students correct themselves during spoken communication.
- Arbeit zitieren
- Mariam Ahmadi (Autor:in), 2015, Turkish-German Bilinguals and Third Language Acquisition, München, GRIN Verlag, https://www.grin.com/document/309160
