Exploración de la transferencia L1-L2 en el aprendizaje L3: Factores emocionales y pedagógicos.

Abstract

This study examines the linguistic, emotional, and pedagogical factors involved in learning French as a third language (L3) within bilingual Spanish English contexts in Colombia. Using a qualitative, descriptive–correlational approach, the research explored L1 and L2 transfer processes among 35 eleventh–grade students from schools in Cali and Pereira. Three instruments were applied: a grammatical judgment test, an emotion survey, and a teacher evaluation rubric. Results revealed that English (L2) exerts a stronger influence than Spanish (L1) on French (L3) grammar production, confirming the “L2 Status Factor” hypothesis. Emotional variables played a crucial mediating role: anxiety and frustration correlated with persistent errors, while confidence and enjoyment facilitated self-correction. Aconclusios an outcome of the third specific objective, a Practical Teaching Manual was designed, integrating evidence–based strategies to manage linguistic transfer and emotional factors. This manual provides adaptable classroom tools aimed at enhancing French instruction in bilingual environments. The findings contribute to rethinking multilingual education through an integrated framework that connects linguistic, cognitive, and affective dimensions.