An exploration of sentence negation in German L3: Linguistic transfer patterns among native Chinese learners of English L2

Aims and objectives: This investigation examines the impact of previously acquired languages on the acquisition of German (L3) sentence negation at the initial stages. Design/method/approach: Data were gathered from two distinct control groups of second language (L2) learners, comprising 20 participants proficient in L1 Chinese and second language learners of German, as well as another 20 participants proficient in L1 English and second language learners of German. Besides, an experimental group consisting of 20 third language (L3) learners, adept in L1 Chinese, L2 English, and L3 German, underwent examination via a Grammaticality Judgement Task (GJT). The L3 group was assigned to L2 English proficiency level groups, including lower intermediate, upper intermediate, and advanced. Data analysis: Independent samples, multivariate analysis of variance (MANOVA) and post hoc comparison tests were used to compare the mean scores of independent groups on the target structures. Mixed-effects regression modelling was also carried out to confirm independent samples and MANOVA results. Findings and conclusions: The results showed that neither Chinese nor English had an exclusive influence on German sentence negation scenarios (L1 = L2 = L3), and (L1 = L2 ≠ L3). However, concerning the L3 scenario (L2 = L3 ≠ L1), and (L1 = L3 ≠ L2) the results indicated a significantly facilitative effect from L2 English and L1 Chinese. The study found a significant effect of L2 proficiency on language learning. Lower proficiency learners were negatively affected by their previous languages, while higher proficiency learners were able to use their multi-competence to overcome structural differences. Originality: The type of German sentence negation scenarios tested was the first empirical investigation in third language acquisition.