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This study investigates the determinants influencing the acquisition of a third language (L3), examining using a language pairing that is relatively less researched and in which the L1, L2 and L3 of the learners belong to separate language families. It scrutinizes factors impacting Hong Kong learners studying Korean as their L3. A questionnaire was devised and administered to 70 Hong Kong students learning Korean. The findings revealed an increase in L3 Korean proficiency when learners perceived Korean as being linguistically distinct from their L2, English, thereby confirming the concept of non-facilitative transfer in L3 acquisition, as indicated by previous studies. Learners exhibited better L3 Korean learning outcomes with increased metalinguistic awareness, affirming the growing literature highlighting the importance of metalinguistic consciousness. Notably, substantial differences were identified between the perceived linguistic distance of the target language from L1 and L2, indicating that effective language learning might necessitate a certain congruence between objective and perceived language distances. Although this research primarily investigates L3 Korean acquisition among Hong Kong learners, it delivers significant insights on L3 acquisition factors and presents novel viewpoints for future language education initiatives.
