چکیده:
Learning the third language is one of the issues that has attracted much attention in
recent years. In this research, the influence of Persian language as a mother tongue
and English as a second language on the correct orthography of French as a third
language is studied. This study investigates three hypotheses of transfer, L1 Transfer
Hypothesis, L2 Status Factor, and Cumulative Enhancement Model. We examined
the role of voice and text in correct orthography of the third language. This study
accounts for the acquisition of coda consonant clusters of French by Persian EFL
learners. Twenty-two participants of two levels of pre- and upper-intermediate of
English proficiency and beginner level French proficiency were selected. In this
study, first we measured the level of learners' English knowledge by the Oxford
Quick Placement Test and then we studied the effectiveness of the first and second
languages on the third language learning by the Production test, and the
Grammatically Judgment Test. The results of the transfer effect provided a major
significant, which in turn reflected the fact that L2 proficiency had no effect on the
acquisition of French orthography.
خلاصه ماشینی:
The results of this study can have a significant effect on learning, teaching, and writing of the third language, as well as it could be beneficial for the Iranian learners 30 The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, Volume 6, Issue 2, Summer and Autumn, 2018, pp.
Review of Literature The aim of this part is to establish a theoretical background and framework for the present study by reviewing properties related to the cross-linguistic influence and transfer hypotheses proposed in the area of third language acquisition.
Generally, although the role and interaction of some variables such as language mode, language proficiency, and typological similarity have proved to be different in third and second language acquisition, the mentioned variables play a prominent role in L3 acquisition (Cenoz, De Angeles & Selinker, 2001; Hammarberg, 2001; Ringbom, 2001) 0RUHRYHU RWKHU YDULDEOHV VXFK DV ³IRUHLJQ ODQJXDJH HIIHFW´6HOLQNHU Baumgarten-&RKHQDQG³ODVW ODQJXDJHHIIHFW´6KDQRQDUHUHODWHGWR the third language acquisition and also indicate which of the previous learned languages will be activated and transferred in the process of L3 acquisition.
As Jessner (2008) states, the foreign language effect occurs when an L3 learner chooses 32 The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, Volume 6, Issue 2, Summer and Autumn, 2018, pp.
The second group was the eleven students whose native language was Persian, their level of English proficiency was lower intermediate and the level of 35 The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, Volume 6, Issue 2, Summer and Autumn, 2018, pp.