A central question in multilingualism research is how multiple languages interact. Most studies have focused on first (L1) and second language (L2) effects on a third language (L3), but a small number of studies dedicated to the opposite transfer direction have suggested stronger L3 influence on L2 than on L1 in postpuberty learners. In our study, we provide further support for stronger L3-to-L2 than L3-to-L1 influence and show that it extends to (a) phonetics and the lexicon and (b) childhood learners. Fifty Spanish–Basque–English trilingual adults who had acquired Spanish from birth and Basque between 2 to 4 years of age through immersion participated in a speeded trilingual switching task measuring production of voice onset time and lexical intrusions. Participants experienced more phonetic and lexical crosslinguistic influence from L3 English during L2-Basque production than during L1-Spanish production. These findings show that even highly proficient early bilinguals experience differential influence from a classroom-taught L3 to L1 and to L2.

中文翻译：

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早期西班牙语-巴斯克语-英语三语者的语音和词汇跨语言影响

多语言研究的一个核心问题是多种语言如何相互作用。大多数研究都集中在第一语言 (L1) 和第二语言 (L2) 对第三语言 (L3) 的影响，但少数致力于相反迁移方向的研究表明，在青春期后的学习者中，L3 对 L2 的影响比对 L1 的影响更强。在我们的研究中，我们进一步支持 L3 到 L2 的影响比 L3 到 L1 的影响更强，并表明它延伸到 (a) 语音和词汇以及 (b) 儿童学习者。50 名西班牙语-巴斯克语-英语三语成年人参与了一项快速三语转换任务，测量语音开始时间和词汇侵入的产生，他们从出生时就学会了西班牙语，并在 2 至 4 岁时通过沉浸式学习巴斯克语。与 L1 西班牙语制作过程相比，参与者在 L2 巴斯克语制作过程中感受到更多来自 L3 英语的语音和词汇跨语言影响。这些发现表明，即使是非常熟练的早期双语者也会经历从课堂教学的 L3 到 L1 和 L2 的不同影响。