THE ROLE OF LISTENING SKILLS IN THIRD LANGUAGE ACQUISITION: A CONCEPTUAL FRAMEWORK FOR MANDARIN LEARNERS

Abstract

Third language (L3) acquisition, particularly of Mandarin, involved complex cognitive and linguistic processes; however the role of listening remains insufficiently examined within L3 Mandarin learning. Although significant research has been dedicated to L2 acquisition, relatively little has focused on the impact of listening on L3 learning and even less, L3 learning of tonal languages. This conceptual paper aims to fill this gap by introducing a framework that aims to explain the interaction of cognitive, linguistic and pedagogical factors that lead to the development of communicative competence in Mandarin as an L3. In particular, it draws from recent theories of language transfer, cognitive load and the input hypothesis to illustrate the intellectual process of listening as essential to decoding information from an aural source, processing cognitive resources, and differentiating tonal elements. Main findings show that learners' first (L1) and second language (L2) exert cross-linguistic influence that affects tone perception, and non-tonal language speakers experience more difficulty. In addition, the current teaching methodology mainly focuses on speaking and writing, which affect the learners’ capability to perceive Mandarin tones accurately. These instructional approaches are crucial in enhancing listening proficiency through scaffolding, metacognitive strategies, and technology-enhanced tools. The findings of this study have both theoretical and practical implications, providing educators and those involved in the design of curriculums with evidence-based recommendations on how to incorporate listening as part of L3 Mandarin teaching. Addressing these lacunae, this study adds to the wider discussion surrounding multilingual education, but also reinforces the myriad ways academics, policy makers and students might work together to better L3 Mandarin learning outcomes. Proposed future research and directions for practice. The study of listening-based pedagogies should be further explored using longitudinal studies and capitalizing on digital technologies to develop initial pedagogical training and optimize instruction.