Diversity in Patterns of L3 Phonological Acquisition

Dear Colleagues,

Although phonetics and phonology have attracted increased attention in third language (L3) acquisition research in recent years, and important contributions have been made with respect to our understanding of the complex interactions between native and non-native sound systems of multilingual speakers and perceivers (see, e.g., Wrembel and Cabrelli Amaro, 2018), little research has systematically addressed different L3 learner groups and learning scenarios. The diversity of learning contexts in L3 acquisition extends not only to the acquired languages but is also related to the way the second language (L2) was/is being acquired or to learner variables such as age and cognitive abilities. Important differences can be expected between, for an example, L3 learners who are active bilinguals and who use their other two languages in everyday life, and others who may live in a monolingual context and use their L2 only occasionally (Cenoz, 2013). Moreover, differences related to phonological awareness might be found between learners who have learned their L2 in a school setting vs. heritage speakers and bilinguals who have grown up with two languages. Last but not least, differences in phonological L3 acquisition between learners of different cognitive abilities such as very young or very old learners remain largely unexplored so far. Appreciating that continua such as language use and learning contexts may change over time, the aim of this Special Issue is to gain a more nuanced understanding of the diverse (developmental) patterns of L3 segmental and suprasegmental acquisition in different types of L3 learners and learning scenarios. We encourage contributions in the domains of both L3 speech perception and production on hitherto understudied learner groups and individuals, such as naturalistic learners, child learners, and senior learners, in view of further advancing theories in the burgeoning field of L3 phonology.

We request that, prior to submitting a manuscript, interested authors initially submit a proposed title and an abstract of 400–600 words summarizing their intended contribution. Please send it to the guest editors (Ulrike Gut, [email protected] and Romana Kopečková, [email protected]) or to the Languages editorial office ([email protected]). Abstracts will be reviewed by the guest editors for the purposes of ensuring proper fit within the scope of the Special Issue. Full manuscripts will undergo double-blind peer-review.

Tentative completion schedule:

• Abstract submission deadline: 30 May 2021
• Notification of abstract acceptance: 30 June 2021
• Full manuscript deadline: 1 December 2021

Prof. Dr. Ulrike Gut
Dr. Romana Kopečková
Guest Editors

References

1. Cenoz, J. (2013). The influence of bilingualism on third language acquisition: Focus on multilingualism. Language Teaching, 46 (1), 71-86.
2. Wrembel, M. & Cabrelli Amaro, J. (eds.) (2018). Advances in the Investigation of L3 Phonological Acquisition. London: Routledge.

Manuscript Submission Information

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• L3 phonology
• multilingual phonological development
• L3 speech perception and production
• different types of L3 learners
• L3 learning scenarios