1. Icebreaker WWhich state has the most bilingual and multilingual residents? A. New Mexico B. New York C. Texas D. California

2. Icebreaker  Which presidents can speak three or more languages? A. Franklin Roosevelt B. Thomas Jefferson C. Bill Clinton D. Barack Obama

3. Third Language Acquisition of English, Spanish, and Vietnamese Bilinguals PHUONG NGUYEN CALIFORNIA STATE UNIVERSITY, FULLERTON

4. Guideline 1. Literature Review 2. Method 3. Results 4. Question

5. Terminology  First language acquisition (L1): native language.  Second language acquisition (L2): additional language.  Third language acquisition (L3): additional language.  Favor language: language used the most during the day.

6. Literature Review  Bialystok (2002)  Effect of bilingualism on linguistic and cognitive performance.  Life span.  The results:  Smaller vocabulary  Poor performance on verbal task.  Better performance executive control.

7. Literature Review  Westby (2012)  Predictors of L2.  Preschool children.  Results:  Instructed language not related to L2 development.  Higher exposure  improvement.  Motivation and practice.

8. Literature Review  Carrió-Pastor and Mestre (2014)  Motivation at higher education level  Effect of specific courses on motivation.  Results:  Higher exposure  improvement.  Interesting materials  motivation.

9. Literature Review  Sanz's (2000)  Monolingual L2 English.  Bilingual: L1 Spanish, L2 Catalonia, L3 English.  Results:  Bilingual learned faster than monolingual.

10. Literature Review  Moghtadi, Koosha1, and Lotfi's (2012)  advantage of L2 in studying L3.  Results:  Strong correlation of grammatical proficiency level.  L2 proficiency is a good predictor.

11. Research questions 1. Which language plays the main role in acquiring L3? 2. Does the amount of using a specific language (L1 or L2) affect L3? 3. What is a good way to teach bilinguals L3?

12. Hypothesis A. Null Hypothesis: μ fv = μ L3 B. Alternative Hypothesis: μ fv ≠ μ L3

13. Method  Participants:  CSU Fullerton, CSU Dominguez Hill, and CSU Los Angeles.  Bilingual: English - Vietnamese, English - Spanish.  Gender:  100 Females  100 Males  Age: 20 – 25 years old.  GPA: 3.0 and above.  No previous knowledge of Chinese.  Choose between 3 course credits or $50 compensation.

14. Method  Design:  Four group – Posttest only. Group 1: English – Spanish. Favor English. Group 2: English – Spanish. Favor Spanish. Group 3: English - Vietnamese. Favor English. Group 4: English – Vietnamese. Favor Vietnamese.  Each group: 25 males and 25 females.

15. Method  Language proficiency tests:  English: TOEFL  Vietnamese: VINATEST  Spanish: CELA

16. Method  Apparatus:  Keyboard and screen.  Software:  20 Mandarin Chinese words.  5 words: English meanings and pronunciations.  5 words: Spanish or Vietnamese language meanings and pronunciations.  5 words: pronunciations, English meanings, suggested visual learning.  5 words: pronunciations, Spanish or Vietnamese language meaning, suggested visual learning.

17. Method  Procedure:  Separate rooms: the software, a keyboard, and a mouse.  No clock or timing device in the room.  Each word randomly appears.  Study words.  After session, ten minute fun activity.  Recognition test with multiple choice options.  Choose correct meaning for each word.

18. Method  Analysis:  Best perform under which condition?  Analyze separately each group.  One-way ANOVA: word condition (IV) and proportion (DV)  The effect of the language usage amount?  Group 1 and Group 2: pair t-test.  Group 3 and Group 4: pair t-test.

19. Results  Higher proportion of getting correct answers  Visual image  Favor language  Group 1 and 3 favor in English – worse in Spanish/Vietnamese  Group 2 and 4 favor in Spanish/Vietnamese – worse in English  Reject Null Hypothesis  Favor language influence L3 learning  Core language is Favor language.

20. QUESTION TIME

21. References Bialystok, E. (2009). Bilingualism: the good, the bad, and the indifferent. Bilingualism: Language and Cognition, 12(1), 3-11. Carrió-Pastor, M., & Mestre, E. (2014). Motivation in Second Language Acquisition. Procedia - Social and Behavioral Sciences, 116, 240 – 244-240 – 244. Moghtadi, L., Koosha, M., & Lotfi, A. (2014). Second language grammatical proficiency and third language acquisition. International Education Studies, 7(11), 19-27. Sanz, C. (2000). Bilingual education enhances third language acquisition: Evidence from Catalonia. Applied Psycholinguistics, 21, 23–44-23–44. Westby, C. (2012). Predictors of Second Language Acquisition. Word of Mouth, 24(2), 1-4.