Activation of L1, L2 and L3 words : language choice while playing 'Spot it!'

This paper presents the results of a study investigating language activation among trilinguals. Emphasis is placed on languages learnt consecutively after the native language in classroom settings. Language activation is examined by comparing two groups of Serbian (L1) and Hungarian (L1) learning an L3, with different levels of L2 and extent of L3 exposure. This study investigates from which language the learners access words faster during a visual perception card game within an informal situation. Thus, an attempt is made to interpret mainly the differences between the activation of L2 and L3 in relation to language factors influencing production. Variables such as age, family and educational background were controlled. The results suggested that both groups rely on and have a greater influence of their more proficient English (L2). The analysis also provides evidence that Serbian Learners of Hungarian (L3) outperformed their counterparts, the Hungarian native speakers with Serbian L3. This result indicates that exposure to a non-native environment facilitates the third language acquisition.