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- W2945480738 abstract "This study aimed to discover the possible factors that contribute to the oral production of wordsand phrases among 5-6 year old kindergarten students learning Spanish as third language in aninternational school in Kuala Lumpur, Malaysia. Six subjects were involved in the study withthree different mother tongues; namely, of Chinese, Hindi and Indonesian language (BahasaIndonesia) and English was the medium of instruction in school. The study was conductedover a period of one school year and specifically examined the role of English proficiency (L2)in the production of English-Spanish cognates, the role of mother tongue (L1) and crosslinguisticawareness in the production of Spanish words and phrases. Also examined were theinfluence of parental support and role of songs on the oral production Spanish words andphrases.Data was collected through in-depth interviews with the young subjects and observations ofSpanish teaching-learning sessions which were videotaped. Questionnaire were passed on toparents followed by telephone interviews to corroborate information about the homeenvironment of subjects, types and frequency of support. An interview was also conductedwith the Spanish teacher to obtain a more in-depth understanding of the behaviours of subjectsduring class sessions.The results of the study showed that among the different mother tongues, subjects with Hindias their mother tongue (L1) produced the most number of Spanish words and phrases whichmay be attributed to Spanish and Hindi originating from the same language branch. In termsof the English-Spanish cognates that were produced, generally subjects who were proficient inEnglish (L2) produced more cognates compared to subjects who were less proficient (based onWIDA scores) with the exception of one subject. Also, subjects were able to produce moreSpanish phrases and words that were introduced using songs. Subjects who demonstratedcross-linguistic awareness, especially in terms of awareness of the similarities between learning English and Spanish produced more Spanish words and phrases. However, parental supportand support outside the class did not influence the production of Spanish words and phrases.The findings of the study support the Typological Primacy Model, L2 Status Factor,Developmentally Moderated Transfer Hypothesis and Cumulative Enhancement Model to acertain degree.Exposing children to a third language at such a young age is a valuable endeavor. It is proventhat younger students can learn multiple languages at one time when given the opportunity." @default.
- W2945480738 created "2019-05-29" @default.
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- W2945480738 date "2017-01-01" @default.
- W2945480738 modified "2023-09-26" @default.
- W2945480738 title "Second Language and background language influences on the oral production of Spanish words and phrases as a third language among 5-6 year old students" @default.
- W2945480738 hasPublicationYear "2017" @default.
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