Document Type : Research Article

Authors

1 M.A. in English Education, Yazd University, Yazd, Iran.

2 Associate Professor in Applied Linguistics and TESL,Yazd University, Yazd, Iran.

Abstract

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. Results of the transfer effect provided a major role for the ‘CEM’. The overall results of the two groups’ performance were not significant which in turn reflected the fact that L2 proficiency had no effect on the acquisition of French orthography.

Keywords

Main Subjects

Article Title [Persian]

فراگیری درست نویسی املای زبان فرانسه (زبان سوم) توسط فارسی زبانان (زبان اول) فراگیر زبان انگلیسی(زبان دوم)

Abstract [Persian]

فراگیری زبان سوم یکی از مسائلی است که در سال‌های اخیر توجه زیادی را به خود جلب کرده است. در این پژوهش تأثیر زبان فارسی به عنوان زبان مادری و زبان انگلیسی به عنوان زبان دوم بر درست نویسی زبان فرانسه به عنوان زبان سوم مورد بررسی قرار گرفته است. درخصوص یادگیری زبان سوم سه تئوری عامل زبان اول، عامل زبان دوم، و فرضیه ی انتقال انباشتگی چند زبانی‌ به عنوان منبع انتقال عنوان شده‌اند. در این مقاله، ما به بررسی نقش آوا و نوشتار در املای درست زبان سوم پرداخته ایم. مطالعه ی حاضر بر روی دو گروه یازده نفره از دانشجویانی با زبان مادری فارسی، سطح بسندگی انگلیسی پیش و بالای متوسط و سطح مقدماتی فرانسه انجام گرفته است. در این پژوهش، در ابتدا با استفاده از آزمون آکسفورد سطح دانش انگلیسی زبان آموزان اندازه گیری شد و سپس با استفاده از آزمون‌های طراحی شده (آزمون تولید و سنجش ارزیابی دستوری) میزان اثرگذاری زبان اول و دومبر یادگیری زبان سوم مورد بررسی قرار گرفته است. داده های به دست آمده با نرم افزار SPSS تجزیه تحلیل آماری شد و نتایج نشان داد که فراگیران تمایل دارند که ساختارهای هجایی را از هر دو زبان اول و دوم به زبان سوم منتقل کنند. نهایتاً، نتایج نظریه انتقال انباشتگی چند زبانی را تایید و دو نظریه دیگر را رد می کند.

Keywords [Persian]

  • املای زبان سوم
  • نظریه ی انتقال انباشتگی چند زبانی
  • نظریه ی عامل زبان دوم
  • نظریه ی عامل زبان اول
  • و ساختارهجایی
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