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The aim of the present study was to investigate the role of two consonant coda clusters of first language Persian, second language English and third language French in the acquisition of French syllable structure when learners have achieved different levels of L2 proficiency. The purpose of this study was to find errors due to transfer of the syllable structure from the L1, i.e., Full Transfer/Full Access or L2, i.e., L2 Status or the combination of L1 and L2 into L3, i.e., the Cumulative Enhancement Model and find the role of typological similarities between L3 and the previously learned languages i.e. Typological Primacy Model. This study also investigated the role of L2 proficiency in acquiring a French syllable structure. To carry out the study, 30 Persian L3 French candidates at Tehran University who participated at Oxford Placement Test and French Placement Test were selected. In addition, two types of tasks were prepared to measure the L3 learners' ability in the perception and production of French syllable structure. The results showed that similarities between L3 and previously learned language and L1 played a role in the acquisition of L3 syllable structure. The results further proved 'Full access/ Full transfer' and 'Typological Primacy Model.
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In-Text Citation: (Moradi et al., 2014)
To Cite this Article: Moradi, N. S., Jabbari, A. A., & Rezaei, M. J. (2014). The Role of Persian L1 and English L2 on the Acquisition of French L3 Syllable Structure. Multilingual Academic Journal of Education and Social Sciences, 2(1), 14–25.
Copyright: © 2014 The Author(s)
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