Applied linguistic work claims that multilinguals’ non-native languages interfere with one another based on similarities in cognitive factors like proficiency or age of acquisition. Two experiments explored how trilinguals regulate control of native- and non-native-language words. Experiment 1 tested 46 Dutch–English–French trilinguals in a monitoring task. Participants decided if phonemes were present in the target language name of a picture, phonemes of non-target language translations resulted in longer response times and more false alarms compared to phonemes not present in any translation (Colomé, 2001). The second language (English) interfered more than the first (Dutch) when trilinguals monitored in their third language (French). In Experiment 2, 95 bilinguals learned an artificial language to explore the possibility that the language from which a bilingual learns a third language provides practice managing known-language interference. Language of instruction modulated results, suggesting that learning conditions may reduce interference effects previously attributed to cognitive factors.

中文翻译：

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教学语言影响第三语言的语言干扰

应用语言学工作声称，多语种的非母语会基于认知因素（如熟练程度或习得年龄）的相似性而相互干扰。两个实验探讨了三语者如何调节对母语和非母语单词的控制。实验 1 在一项监控任务中测试了 46 名荷兰-英语-法语三语者。参与者决定如果图片的目标语言名称中存在音素，与任何翻译中不存在的音素相比，非目标语言翻译的音素会导致更长的响应时间和更多的误报（Colomé，2001）。当使用第三语言（法语）监测三语者时，第二语言（英语）的干扰大于第一语言（荷兰语）。在实验 2 中，95 名双语者学习了一种人工语言，以探索双语者学习第三种语言的语言提供管理已知语言干扰的实践的可能性。教学语言调节结果，表明学习条件可能会减少以前归因于认知因素的干扰效应。