The role of bilingualism, type of feedback, and Cognitive Capacity in the acquisition of non-primary languages: A computer-based study
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Summary
The findings show that level of bilingualism is closely related to L3 proficiency level and that even partial bilingualism enhances subsequent language learning, which suggests that for adults learning an L2 in formal contexts, achieving a high level of proficiency results in a cognitive edge.
- Type
- dissertation
- Published
- 2008-01-01
- Cited by
- 21
- References
- 155
- Access
- Open access
- OpenAlex
- https://openalex.org/W52873891
- Semantic Scholar
- https://api.semanticscholar.org/CorpusID:140493955
Keywords
Grammaticality, Neuroscience of multilingualism, Sentence, Psychology, Language proficiency
References
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Cited by
- Bilingualism, feedback, cognitive capacity, and learning strategies in L3 development
- Cognitive and Psychosocial Factors in the Long-term Development of Implicit and Explicit Second Language Knowledge in Adult Learners of Spanish at Increasing Proficiency
- Implicit and Explicit Language Learning: Conditions, Processes, and Knowledge in SLA and Bilingualism
- Heritage and Second Language Learners of Spanish: The Roles of Task Complexity and Inhibitory Control
- A Neurocognitive Investigation of Bilingual Advantages at Additional Language Learning.
- Does the medium really matter in L2 development? The validity of CALL research designs
- Individual differences in incidental language learning: Phonological working memory, learning styles, and personality
- What Predicts the Effectiveness of Foreign-Language Pronunciation Instruction?: Investigating the Role of Perception and Other Individual Differences
- The Role of Individual Differences in the Study Abroad Context: Cognitive Capacity and Language Development During Short‐Term Intensive Language Exposure
- Working memory and second language comprehension and production: A meta-analysis
- INCIDENTAL EXPOSURE AND L3 LEARNING OF MORPHOSYNTAX
- Phonetics instruction improves learners’ perception of L2 sounds
- Effects of proceduralization of an L2 on cognitive abilities: looking for the threshold of bilingual benefits
- Can Working Memory and Inhibitory Control Predict Second Language Learning in the Classroom?
- THE CONSTRUCT VALIDITY OF LANGUAGE APTITUDE
- EXPLICIT INSTRUCTION, BILINGUALISM, AND THE OLDER ADULT LEARNER
- Fluency, Working Memory, and Second Language Proficiency in Multicompetent Writers
- Corrective Feedback in CALL: Individual Voices Speak Out Through Think-Alouds
- Instruction Improves Learners ' Perception of L 2 Sounds
- EXPLORING THE PERCEPTION AND PRODUCTION OF L2 FRENCH VOWELS: THE ROLE OF PHONOLOGICAL MEMORY
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