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Third language development for multilingual pupils at the individual programme’s introduction course from a Dynamic Systems Theory point of view
Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
2011 (English)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

This thesis uses a Dynamic Systems Theory (DST) perspective to explain language development and metalinguistic awareness in five third language learners (L3) of English at the individual programme’s introduction course (IVIK). From a DST approach it is evident that every complex dynamic system, like multilingual learner systems, develops according to internal self-organizational properties and to the interaction between the learner and the environment. Every system consists of different interacting subsystems that can be competitive or connected growers. In this thesis, rates of word length, text length and vocabulary ratio have been measured and compared. The results reveal that there are competitive relationships between the subsystems’ word length and text length along with vocabulary ratio for four of the five students. Student motivation, length of schooling, amount of languages and proficiency levels and length of schooling in English is also analysed in consideration of language development as well as metalinguistic awareness. The results show no strong correlations between these factors apart from the student who has the highest motivation and a longer English schooling also has the highest metalinguistic awareness. Furthermore, results also indicate a positive correlation between metalinguistic awareness and L3 proficiency. This confirms previous research about the positive effects of multilingualism and higher cognitive and metalinguistic ability.

Place, publisher, year, edition, pages
2011. , 50 p.
URN: urn:nbn:se:lnu:diva-12870OAI: diva2:425740
Humanities, Theology
Available from: 2011-06-27 Created: 2011-06-21 Last updated: 2011-06-27Bibliographically approved

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