Verbal Non-participation in L3 Language Classroom: Effects of L2 Learning Experiences

Developments in multilingualism research in the 1990s show that the L3 learning process is much more complex than learning a first foreign language (L2). L3 learners already have experience in foreign language learning, have consciously or unconsciously developed certain learning habits and learning strategies which have a major impact on their L3 learning process (Hufeisen, B. 2018). This study addresses the concept of verbal non-participation and examines the influence of students’ L2 learning experiences on their behaviour in L3 German language classroom. Consistent with research in multilingualism, this study demonstrates that there are not only quantitative, but also qualitative differences between learning a first foreign language (L2) and learning a second foreign language (L3). Moreover, it shows that the teaching and learning traditions of the learners play an important role in their classroom behaviour and learning habits.