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e the person already has knowledge of one or more L2s in addition to one or more L1s” (p.97). Also, Cenoz (2003, cited in De la Fuente & Lacroix, 2015) considers it as “the acquisition of a non-native language by learners who have previously acquired or are acquiring two other languages. The acquisition of the first two languages can be simultaneous (as in early bilingualism) or consecutive” (p.71). This has been compared with second language acquisition (SLA) proposed by Ellis (2014) which describes that L3 does not necessarily mean the third language being learned. So the definition offered by Hammarberg is preferred in current thesis. 

Another problem facing with TLA is that there are some linguists claiming that it is of no point to probe into TLA for its great relevance linked to SLA. Meanwhile, many terminologies used in TLA are inherited from SLA, lacking innovative creation specialty.

However, Cenoz (2001) has claimed that a key factor in TLA is the multiplicity of possible interaction between the linguistic systems in the multilingual learner’s mind. Moreover, Williams and Hammarberg (1998) have shown that both L1 and L2 play different roles in the acquisition of an L3, namely an instrumental role (when the language is used in pragmatically functional language shifts, in support of communicative and acquisitive process by eliciting words or by metalinguistic comments) and a supplier role (when language provides speaker with materials, words or morphemes, but not often with a communicative purpose).

2.2 Theoretical frameworks

In TLA, many factors could predict cross-linguistic influences from being either effective or invalid. For example, proficiency of the second language, language similarity, age, amount of input and production of output and so on. In this thesis, there are three hypotheses or models predicting when CLI may occur and how and why it happens. In addition, these three models will be used to test their validness and effectiveness for accounting the results obtained from the current paper.  

2.2.1 Typological proximity model

Typological proximity model (TPM) gives the position that proximity in actual and perceived linguistic typology between the target L3/Ln measured against the grammars of the L1 and L2 is the most deterministic variable for cross-linguistic influence (Rothman, 2010). Two studies which targeted to validate TPM hypothesis are to be introduced. The first refers to Italian learners of learning Spanish with English as an L2 and English learners of learning Portuguese with Spanish as an L2. They were required to fulfill the tasks with their L3 knowledge obtaining the adjectival semantic nuances via noun-raising, a strong feature which English lacked and the other languages (Italian and Spanish) shared (Rothman, 2010). And the second one composes participants who are successful English-speaking learners of L2 Spanish at the initial state of acquiring L3 French and L3 Italian. The testing structure is related to the properties of Null-Subject Parameter (Rothman & Cabrelli Amaro, 2010). 

Chapter 3 Methodology ................................. 19

3.1 Research questions .................................... 19

3.2 Research sites .............................. 19

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