Exploring the Factors of Multilingual Code-Mixing: From General Influences to L1 and L3 Interaction in L2 Contexts
It is common that multilingual speakers, during a conversation in a target language, may exhibit a mixing of non-target languages. Driven by this interesting phenomenon, much research has been conducted on the causes. Many studies on language mixing mainly explore bilingual contexts. However, this study focuses on a question: What are the contributing factors of factors contributing to the mixing of non-target languages among multilingual speakers in a second language environment? The aim of the present study is to examine the contributing factors to multilingual code-mixing. Specifically, it focuses on the interaction between the native language (L1) and third language (L3) in a second-language (L2) context. For this purpose, this study examined linguistic structure, language proficiency, psychological and cognitive processes, socio-cultural contexts, and physiological and pathological conditions. The study finds that lower L2 proficiency usually means greater reliance on L1 and L3 and that the interlingual structural similarities have a positive influence on multilingual code-mixing. Contributing factors observed include cognitive mechanisms, such as parallel activation and translation asymmetry. These factors also cover contextual factors, like formality and cultural expectations, as well as individual differences in language proficiency and cognitive control. These contributing factors together influence multilingual code-mixing. This study suggests that more in-depth studies be conducted to further reveal multilingual language use and to help with language acquisition and communication strategies.
Authors
- Shuai Liu (ORCID: https://orcid.org/0000-0002-8862-2116)
- Jiaxing Qi (ORCID: https://orcid.org/0000-0002-5283-1813)
Institutions
- Shandong University (CN)
- California University of Pennsylvania (US)
Publication Details
- Journal
- Lecture Notes in Education Psychology and Public Media
- Published
- 2025-06-27
- DOI
- https://doi.org/10.54254/2753-7048/2024.24347
- Primary Topic
- Second Language Learning and Teaching
- Type
- article
- Field-Weighted Citation Impact
- 0.00