To see the other types of publications on this topic, follow the link: Bilingual learning.

Journal articles on the topic 'Bilingual learning'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Bilingual learning.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

GROBA, AGNES, ANNICK DE HOUWER, JAN MEHNERT, SONJA ROSSI, and HELLMUTH OBRIG. "Bilingual and monolingual children process pragmatic cues differently when learning novel adjectives." Bilingualism: Language and Cognition 21, no. 2 (2017): 384–402. http://dx.doi.org/10.1017/s1366728917000232.

Full text
Abstract:
Previous studies have shown bilingually and monolingually developing children to differ in their sensitivity to referential pragmatic deixis in challenging tasks, with bilinguals exhibiting a higher sensitivity. The learning of adjectives is particularly challenging, but has rarely been investigated in bilingual children. In the present study we presented a pragmatic cue supporting the learning of novel adjectives to 32 Spanish–German bilingual and 28 German monolingual 5-year-olds. The children's responses to a descriptive hand gesture highlighting an object's property were measured behaviora
APA, Harvard, Vancouver, ISO, and other styles
2

Havy, Mélanie, Camillia Bouchon, and Thierry Nazzi. "Phonetic processing when learning words." International Journal of Behavioral Development 40, no. 1 (2015): 41–52. http://dx.doi.org/10.1177/0165025415570646.

Full text
Abstract:
Infants have remarkable abilities to learn several languages. However, phonological acquisition in bilingual infants appears to vary depending on the phonetic similarities or differences of their two native languages. Many studies suggest that learning contrasts with different realizations in the two languages (e.g., the /p/, /t/, /k/ stops have similar VOT values in French, Spanish, Italian and European Portuguese, but can be confounded with the /b/, /d/, /g/ in German and English) poses a particular challenge. The current study explores how similarity or difference in the realization of phon
APA, Harvard, Vancouver, ISO, and other styles
3

FOUCHE, Lara. "Bilingual Education and Cognitive Development: A Comparative Analysis of Early vs. Late Bilingual Learners." Journal of Education, Humanities, and Social Research 1, no. 1 (2024): 17–25. https://doi.org/10.70088/g01pwy17.

Full text
Abstract:
This study investigates the cognitive developmental differences between early and late bilingual learners, focusing on cognitive flexibility, memory, and executive functions. Early bilinguals, defined as individuals who acquire two languages before the age of five, demonstrated superior cognitive flexibility, faster information processing, and enhanced executive functions compared to late bilinguals, who began learning a second language after the age of ten. Despite certain cognitive challenges faced by late bilinguals, such as slower processing speed and lower cognitive flexibility, they exhi
APA, Harvard, Vancouver, ISO, and other styles
4

Kovács, Ágnes Melinda, and Jacques Mehler. "Flexible Learning of Multiple Speech Structures in Bilingual Infants." Science 325, no. 5940 (2009): 611–12. http://dx.doi.org/10.1126/science.1173947.

Full text
Abstract:
Children acquire their native language according to a well-defined time frame. Surprisingly, although children raised in bilingual environments have to learn roughly twice as much about language as their monolingual peers, the speed of acquisition is comparable in monolinguals and bilinguals. Here, we show that preverbal 12-month-old bilingual infants have become more flexible at learning speech structures than monolinguals. When given the opportunity to simultaneously learn two different regularities, bilingual infants learned both, whereas monolinguals learned only one of them. Hence, biling
APA, Harvard, Vancouver, ISO, and other styles
5

Nair, Vishnu KK, Britta Biedermann, and Lyndsey Nickels. "Understanding Bilingual Word Learning: The Role of Phonotactic Probability and Phonological Neighborhood Density." Journal of Speech, Language, and Hearing Research 60, no. 12 (2017): 3551–60. http://dx.doi.org/10.1044/2017_jslhr-l-15-0376.

Full text
Abstract:
Purpose Previous research has shown that the language-learning mechanism is affected by bilingualism resulting in a novel word learning advantage for bilingual speakers. However, less is known about the factors that might influence this advantage. This article reports an investigation of 2 factors: phonotactic probability and phonological neighborhood density. Method Acquisition of 15 novel words varying in phonotactic probability and phonological neighborhood density was examined in high-proficiency, early onset, Mandarin–English bilinguals and English monolinguals. Results Both bilinguals an
APA, Harvard, Vancouver, ISO, and other styles
6

Grey, Sarah. "What can artificial languages reveal about morphosyntactic processing in bilinguals?" Bilingualism: Language and Cognition 23, no. 1 (2019): 81–86. http://dx.doi.org/10.1017/s1366728919000567.

Full text
Abstract:
AbstractThis article reviews work that has employed artificial languages to investigate the learning and processing of additional language grammar in bilinguals, with a focus on morphosyntactic processing in sentence contexts. The article first discusses research that has utilized artificial languages to elucidate two central issues in research on bilingual third language learning and processing: the role of prior language-learning experience and cross-linguistic transfer from the native and second languages to the third. Then, research that has compared bilingual third language to monolingual
APA, Harvard, Vancouver, ISO, and other styles
7

Karacan, Cemil Gökhan, and Kenan Dikilitaş. "Vocabulary Learning Strategies of Italian-Turkish Bilingual Students: Impact of Simultaneous and Sequential Acquisition." Sustainable Multilingualism 17, no. 1 (2020): 41–70. http://dx.doi.org/10.2478/sm-2020-0013.

Full text
Abstract:
SummaryVocabulary learning strategy domain has been one of the areas of research in the language learning strategy field. Bilinguals use different language and vocabulary learning strategies than monolinguals (Hong-Nam & Leavell, 2007; Jessner, 1999). Even though there are numerous studies that investigate and compare monolingual, bilingual, and multilingual language learning strategy use, no studies have been conducted to compare the vocabulary learning strategy use in simultaneous and sequential bilinguals. This paper addresses this gap by investigating and comparing those strategies rep
APA, Harvard, Vancouver, ISO, and other styles
8

RAMON-CASAS, MARTA, CHRISTOPHER T. FENNELL та LAURA BOSCH. "Minimal-pair word learning by bilingual toddlers: the Catalan /e/-/ɛ/ contrast revisited". Bilingualism: Language and Cognition 20, № 3 (2016): 649–56. http://dx.doi.org/10.1017/s1366728916001115.

Full text
Abstract:
Twelve-month-old bilingual and monolingual infants show comparable phonetic discrimination skills for vowels belonging to their native language/s. However, Catalan–Spanish bilingual toddlers, but not Catalan monolinguals, appear insensitive to a vowel mispronunciation in familiar words involving the Catalan–Specific /e/-/ɛ/ contrast. Here bilingual and monolingual toddlers were tested in a challenging minimal-pair word learning task involving that contrast (i.e., [bepi]-[bɛpi]). Both groups succeeded, suggesting that bilinguals can successfully use their phonetic categories to phonologically e
APA, Harvard, Vancouver, ISO, and other styles
9

Werker, Janet F., Krista Byers-Heinlein, and Christopher T. Fennell. "Bilingual beginnings to learning words." Philosophical Transactions of the Royal Society B: Biological Sciences 364, no. 1536 (2009): 3649–63. http://dx.doi.org/10.1098/rstb.2009.0105.

Full text
Abstract:
At the macrostructure level of language milestones, language acquisition follows a nearly identical course whether children grow up with one or with two languages. However, at the microstructure level, experimental research is revealing that the same proclivities and learning mechanisms that support language acquisition unfold somewhat differently in bilingual versus monolingual environments. This paper synthesizes recent findings in the area of early bilingualism by focusing on the question of how bilingual infants come to apply their phonetic sensitivities to word learning, as they must to l
APA, Harvard, Vancouver, ISO, and other styles
10

Baigorri, Miriam, Luca Campanelli, and Erika S. Levy. "Perception of American–English Vowels by Early and Late Spanish–English Bilinguals." Language and Speech 62, no. 4 (2018): 681–700. http://dx.doi.org/10.1177/0023830918806933.

Full text
Abstract:
Increasing numbers of Hispanic immigrants are entering the US and learning American–English (AE) as a second language (L2). Previous studies investigating the relationship between AE and Spanish vowels have revealed an advantage for early L2 learners for their accuracy of L2 vowel perception. Replicating and extending such previous research, this study examined the patterns with which early and late Spanish–English bilingual adults assimilated naturally-produced AE vowels to their native vowel inventory and the accuracy with which they discriminated the vowels. Twelve early Spanish–English bil
APA, Harvard, Vancouver, ISO, and other styles
11

Tribushinina, Elena, Angela Radić, and Gordana Hržica. "Bilingual effects in foreign language learning." Nota Bene 1, no. 2 (2024): 208–24. https://doi.org/10.1075/nb.00012.tri.

Full text
Abstract:
Abstract This study tests the hypothesis that bilingualism is associated with advantages in learning foreign languages. We compare oral (narrative) English skills of 15 Dutch monolinguals (aged 10–12) and 15 age-matched bilinguals acquiring Dutch and Serbian/Croatian. We also test the hypothesis that bilinguals speaking an aspectual home language have an advantage over Dutch monolinguals in learning the English progressive aspect. Narratives produced by adult L1 English speakers were used to establish a baseline of aspectual choices. The results demonstrate that bilinguals outperformed monolin
APA, Harvard, Vancouver, ISO, and other styles
12

KAUSHANSKAYA, MARGARITA. "Cognitive mechanisms of word learning in bilingual and monolingual adults: The role of phonological memory." Bilingualism: Language and Cognition 15, no. 3 (2012): 470–89. http://dx.doi.org/10.1017/s1366728911000472.

Full text
Abstract:
Previous studies have indicated that bilingualism may facilitate lexical learning in adults. The goals of this research were (i) to examine whether bilingual influences on word learning diverge for phonologically-familiar and phonologically-unfamiliar novel words, and (ii) to examine whether increased phonological memory capacity can account for bilingual effects on word learning. In Experiment 1, participants learned phonologically-familiar novel words that were constructed using the phonemes of English – the native language for all participants. In Experiment 2, participants learned phonolog
APA, Harvard, Vancouver, ISO, and other styles
13

Niu, Zhengkai, Zilong Li, Yunxiao Ma, Keke Yu, and Ruiming Wang. "Language Distance Moderates the Effect of a Mixed-Language Environment on New-Word Learning for 4-Year-Old Children." Brain Sciences 14, no. 5 (2024): 411. http://dx.doi.org/10.3390/brainsci14050411.

Full text
Abstract:
As bilingual families increase, the phenomenon of language mixing among children in mixed-language environments has gradually attracted academic attention. This study aims to explore the impact of language mixing on vocabulary acquisition in bilingual children and whether language distance moderates this impact. We recruited two groups of bilingual children, Chinese–English bilinguals and Chinese–Japanese bilinguals, to learn two first-language new words in a monolingual environment and a mixed-language environment, respectively. The results showed that the participants could successfully reco
APA, Harvard, Vancouver, ISO, and other styles
14

ELGORT, IRINA, and ANNA E. PIASECKI. "The effect of a bilingual learning mode on the establishment of lexical semantic representations in the L2." Bilingualism: Language and Cognition 17, no. 3 (2013): 572–88. http://dx.doi.org/10.1017/s1366728913000588.

Full text
Abstract:
Deliberate vocabulary learning is common in the L2, however, questions remain about most efficient and effective forms of this learning approach. Bilingual models of L2 word learning and processing can be used to make predictions about outcomes of learning new vocabulary from bilingual (L2–L1) flashcards, and these predictions can be tested experimentally. In the present study, 41 late adult German–English bilinguals learned 48 English pseudowords using bilingual flashcards. Quality of component lexical representations established for the studied items was probed using form priming and semanti
APA, Harvard, Vancouver, ISO, and other styles
15

BYERS-HEINLEIN, KRISTA, CHRISTOPHER T. FENNELL, and JANET F. WERKER. "The development of associative word learning in monolingual and bilingual infants." Bilingualism: Language and Cognition 16, no. 1 (2012): 198–205. http://dx.doi.org/10.1017/s1366728912000417.

Full text
Abstract:
Children growing up bilingual face a unique linguistic environment. The current study investigated whether early bilingual experience influences the developmental trajectory of associative word learning, a foundational mechanism for lexical acquisition. Monolingual and bilingual infants (N = 98) were tested on their ability to learn dissimilar-sounding words (lif and neem) in the Switch task. Twelve-month-olds from both language backgrounds failed to detect a violation of a previously taught word–object pairing. However, both monolinguals and bilinguals succeeded at 14 months, and their perfor
APA, Harvard, Vancouver, ISO, and other styles
16

Sehar, Sara, S. Khurram Khan Alwi, and Mohammad Shaiq. "Potential Benefits of Bilingual Teaching in Learning History." Volume V Issue I V, no. I (2020): 490–99. http://dx.doi.org/10.31703/gssr.2020(v-i).50.

Full text
Abstract:
Bilingual education has been controversial since the beginning of educational programs, there is still uncertainty among school leaders while deciding the medium of instructions for their system especially while measuring its impact on students’ learning. This research evaluated the outcomes of bilingual education for the subject of History. The target population of this research was grade V students studying in a private school In Pakistan. This study explored benefits of bilingual teaching by adopting Urdu language explanation and discussion for clarifying details. Scaffolding and Translangu
APA, Harvard, Vancouver, ISO, and other styles
17

Sebastian-Galles, Nuria, and Chiara Santolin. "Bilingual Acquisition: The Early Steps." Annual Review of Developmental Psychology 2, no. 1 (2020): 47–68. http://dx.doi.org/10.1146/annurev-devpsych-013119-023724.

Full text
Abstract:
How different is the process of language learning in infants exposed to two languages from birth? Not so long ago, the available evidence pointed to a delay in language learning in bilinguals and suggested differences in several linguistic aspects between monolinguals and bilinguals. At present, the bulk of studies indicates the existence of specific adaptations to the process of language learning. In the current review, we discuss the existing evidence in several abilities in language acquisition in young bilingual infants and toddlers. We also examine studies investigating the impact of bili
APA, Harvard, Vancouver, ISO, and other styles
18

MENJIVAR, JENNIFER, and NAMEERA AKHTAR. "Language experience and preschoolers' foreign word learning." Bilingualism: Language and Cognition 20, no. 3 (2016): 642–48. http://dx.doi.org/10.1017/s1366728916001103.

Full text
Abstract:
Four-year-old English speakers (N = 48) who were monolingual, bilingual, or regularly exposed to a second language were taught what they were told were foreign labels for familiar and novel objects. When task demands were low, there was no difference in word learning among the three groups. However, when task demands were higher, bilinguals learned more words than monolingual children, and exposed children's performance fell between the two. These findings indicate that the bilingual word learning advantage seen in adults may begin as early as the preschool years.
APA, Harvard, Vancouver, ISO, and other styles
19

Dibaj, Farzad. "Vocabulary learning." Australian Review of Applied Linguistics 34, no. 2 (2011): 193–215. http://dx.doi.org/10.1075/aral.34.2.04dib.

Full text
Abstract:
The purpose of this study is to compare the vocabulary learning of monolingual learners of English as a second language with bilingual learners of English as a third language. The study is based on data from 52 monolingual Persian-speaking learners of English and 45 bilingual Azeri-Persian-speaking learners of English. All the participants were females studying English as a foreign language at two universities in Iran. The informants were exposed to two incidental and four intentional vocabulary learning exercises. They were then measured at four difficulty levels using the Vocabulary Knowledg
APA, Harvard, Vancouver, ISO, and other styles
20

Ekawati Rosliana, Aprilia, Any Budiarti, and Marlia. "ANALISIS KEDWIBAHASAAN TUTURAN TIKTOKERS SEBAGAI ALTERNATIF MEDIA PEMBELAJARAN BAHASA INDONESIA KELAS IX." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 9, no. 2 (2023): 4198–210. http://dx.doi.org/10.36989/didaktik.v9i2.1256.

Full text
Abstract:
Every content creator certainly has their own characteristics, one of which is seen from their attitude when speaking. A bilingual or bilingual content creator will add to his image in the eyes of his followers. Therefore, research was conducted on the analysis of Tiktokers' speech as an alternative to class IX Indonesian learning media. The purpose of this study is to describe the forms of language in Tiktokers speech in response content on TikTok, as well as describe the relevance of the results of bilingual analysis of Tiktokers speech as a Indonesian learning medium in class IX. The method
APA, Harvard, Vancouver, ISO, and other styles
21

Schroeder, Scott R., Viorica Marian, Anthony Shook, and James Bartolotti. "Bilingualism and Musicianship Enhance Cognitive Control." Neural Plasticity 2016 (2016): 1–11. http://dx.doi.org/10.1155/2016/4058620.

Full text
Abstract:
Learning how to speak a second language (i.e., becoming a bilingual) and learning how to play a musical instrument (i.e., becoming a musician) are both thought to increase executive control through experience-dependent plasticity. However, evidence supporting this effect is mixed for bilingualism and limited for musicianship. In addition, the combined effects of bilingualism and musicianship on executive control are unknown. To determine whether bilingualism, musicianship, and combined bilingualism and musicianship improve executive control, we tested 219 young adults belonging to one of four
APA, Harvard, Vancouver, ISO, and other styles
22

WARMINGTON, MEESHA A., SWATHI KANDRU-POTHINENI, and GRAHAM J. HITCH. "Novel-word learning, executive control and working memory: A bilingual advantage." Bilingualism: Language and Cognition 22, no. 04 (2018): 763–82. http://dx.doi.org/10.1017/s136672891800041x.

Full text
Abstract:
Studies of the effects of bilingualism on cognition have given results that do not consistently replicate, reflecting at least in part wide differences in criteria for bilingualism and heterogeneity of language combinations within studied samples. We examined the bilingual advantage in attention, working memory and novel-word learning in early sequential Hindi–English bilinguals. We sought to clarify the aspects of cognition that benefit from bilingualism by using multiple measures and a sample sufficiently well-defined to permit independent replication. Bilinguals outperformed monolinguals on
APA, Harvard, Vancouver, ISO, and other styles
23

Martínez-Álvarez, Patricia. "Dis/ability as Mediator: Opportunity Encounters in Hybrid Learning Spaces for Emergent Bilinguals with Dis/abilities." Teachers College Record: The Voice of Scholarship in Education 122, no. 5 (2020): 1–44. http://dx.doi.org/10.1177/016146812012200506.

Full text
Abstract:
Background Though there has been some attention to how emergent bilinguals learn in relation to languages and cultures, very little research to date has examined similar processes in emergent bilinguals with dis/abilities, including how to understand dis/ability as a source of strength. Purpose In this article, I explore how dis/ability can mediate learning. To do so, I examine how emergent bilinguals with dis/abilities engage with learning activities in a hybrid space in terms of ability, language, and culture; and how these children's learning is mediated in such a hybrid space. Research Des
APA, Harvard, Vancouver, ISO, and other styles
24

Bakker-Marshall, Iske, Atsuko Takashima, Carla B. Fernandez, Gabriele Janzen, James M. McQueen, and Janet G. Van Hell. "Overlapping and distinct neural networks supporting novel word learning in bilinguals and monolinguals." Bilingualism: Language and Cognition 24, no. 3 (2021): 524–36. http://dx.doi.org/10.1017/s1366728920000589.

Full text
Abstract:
AbstractThis study investigated how bilingual experience alters neural mechanisms supporting novel word learning. We hypothesised that novel words elicit increased semantic activation in the larger bilingual lexicon, potentially stimulating stronger memory integration than in monolinguals. English monolinguals and Spanish–English bilinguals were trained on two sets of written Swahili–English word pairs, one set on each of two consecutive days, and performed a recognition task in the MRI-scanner. Lexical integration was measured through visual primed lexical decision. Surprisingly, no group dif
APA, Harvard, Vancouver, ISO, and other styles
25

ONNIS, LUCA, WIN EE CHUN, and MATTHEW LOU-MAGNUSON. "Improved statistical learning abilities in adult bilinguals." Bilingualism: Language and Cognition 21, no. 2 (2017): 427–33. http://dx.doi.org/10.1017/s1366728917000529.

Full text
Abstract:
Using multiple languages may confer distinct advantages in cognitive control, yet it is unclear whether bilingualism is associated with better implicit statistical learning, a core cognitive ability underlying language. We tested bilingual adults on a challenging task requiring simultaneous learning of two miniature grammars characterized by different statistics. We found that participants learned each grammar significantly better than chance and both grammars equally well. Crucially, a validated continuous measure of bilingual dominance predicted accuracy scores for both artificial grammars i
APA, Harvard, Vancouver, ISO, and other styles
26

Kalashnikova, Marina, Aimee Oliveri, and Karen Mattock. "Acceptance of lexical overlap by monolingual and bilingual toddlers." International Journal of Bilingualism 23, no. 6 (2018): 1517–30. http://dx.doi.org/10.1177/1367006918808041.

Full text
Abstract:
Aims and Objectives: Mutual exclusivity refers to children’s assumption that there are one-to-one correspondences between words and their referents. It is proposed to guide the process of fast-mapping when children encounter novel words in referentially ambiguous situations. However, children are often required to suspend this default assumption and accept lexically overlapping labels, which is particularly common for bilingual children who learn multiple labels for most referents in their environment. Previous research has shown that school-aged bilinguals are more successful at learning over
APA, Harvard, Vancouver, ISO, and other styles
27

Siu, Ka Yan. "The Effect of Working Memory on Bilingual Learning Ability." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 2118–23. http://dx.doi.org/10.54097/ehss.v8i.4657.

Full text
Abstract:
There is a growing concern about bilingualism, as acquiring two languages has gained popularity and is essential for communication living around the globe. Research suggests that higher working memory capacity could help store vocabulary and other linguistic information, thus enhancing one’s ability for second language acquisition. However, some research proposes that there is a second language interference for bilinguals, and they have poorer performance than their counterparts in working memory and lexical tasks. It is because bilinguals’ working memory capacity is impeded by the dominant la
APA, Harvard, Vancouver, ISO, and other styles
28

Pastushkova, Marina A., and Oxana V. Savateeva. "Peculiarities of Teaching Bilingual Children." International Journal of Early Childhood Special Education 13, no. 2 (2021): 337–45. http://dx.doi.org/10.9756/int-jecse/v13i2.211070.

Full text
Abstract:
The article is focused on the problem of teaching bilingual children. To solve this issue, the authors use the vast experience in addressing it in the Russian and British pedagogical thought in the late 20th and early 21st centuries. The authors believe that the comparison of diverse approaches makes it possible to use the ideas of various researchers for resolving the current issues of teaching bilinguals. Besides, the authors of the article try to present the key recommendations and learning approaches for teaching a second language to preschool children. The article stresses the importance
APA, Harvard, Vancouver, ISO, and other styles
29

Groba, Agnes, Annick De Houwer, Hellmuth Obrig, and Sonja Rossi. "Bilingual and Monolingual First Language Acquisition Experience Differentially Shapes Children’s Property Term Learning: Evidence from Behavioral and Neurophysiological Measures." Brain Sciences 9, no. 2 (2019): 40. http://dx.doi.org/10.3390/brainsci9020040.

Full text
Abstract:
Studies of novel noun learning show bilingual children rely less on the Mutual Exclusivity Constraint (MEC) for word learning than monolinguals. Shifting the focus to learning novel property terms (adjectives), the present study compared 3.5- and five-year-old bilingual and monolingual preschoolers’ adherence to the MEC. We found no bilingual-monolingual differences on a behavioral forced-choice task for the 3.5-year-olds, but five-year-old monolinguals adhered more to the MEC than bilinguals did. Older bilinguals adhered less to the MEC than younger ones, while there was no difference in MEC
APA, Harvard, Vancouver, ISO, and other styles
30

Faraj, Ismael Rafaat, and Twana Saadi Hamid. "The Role of Internal and External Individual Difference Factors in Bilingual Development: Exploring Highly Proficient Kurdish-English Bilinguals’ Perceptions." Journal of University of Human Development 9, no. 3 (2023): 124–30. http://dx.doi.org/10.21928/juhd.v9n3y2023.pp124-130.

Full text
Abstract:
Drawing on qualitative research, the present study examines the characteristics of seven highly proficient Kurdish-English bilingual adolescents and their perceptions of the role of individual difference factors in bilingual development. Adopting a deductive thematic analysis approach, the collected data from semi-structured interviews were analyzed. The findings indicate that special attention should be paid to both internal and external factors in order for Kurdish-English bilinguals to reach high level of proficiency in both languages. External factors of richness of input, input quantity,
APA, Harvard, Vancouver, ISO, and other styles
31

Lysenko, Kateryna, and Natalia Nesterenko. "PRONUNCIATION PERILS: OVERCOMING PHONETIC INTERFERENCE IN LANGUAGE LEARNING." Grail of Science, no. 39 (May 21, 2024): 386–92. http://dx.doi.org/10.36074/grail-of-science.10.05.2024.059.

Full text
Abstract:
. Interference in foreign language acquisition involves unintended transfer of linguistic elements, impacting tone, accentuation, word usage, order, and vocabulary. It challenges bilinguals striving for accuracy, underscoring the complexity of bilingual communication and the need for mitigation strategies. Phonetic and phonological anomalies indicate speech difficulties. Age and phonological interference affect language acquisition, especially post-primary language acquisition. Phonetic interference disrupts auditory-language interaction, impacting speech and perception. Second-language vocabu
APA, Harvard, Vancouver, ISO, and other styles
32

Nieves, Nicole, Laura Spinu, Anastasiia Myslyk, Llewellyn Duncan, Christie Oreste, and Kevin Roodnauth. "The role of sensorimotor mechanisms in phonetic and phonological learning." Journal of the Acoustical Society of America 152, no. 4 (2022): A265. http://dx.doi.org/10.1121/10.0016226.

Full text
Abstract:
Phonetic and phonological learning was reported to be enhanced in bilinguals; however, the underlying mechanisms remain understudied. Prior work suggests a bilingual advantage in articulatory skill and auditory sensory memory, raising the question of the involvement of sensorimotor functions in phonetic and phonological learning. To explore this relationship, we compare the performance of English monolinguals and English-Spanish bilinguals on three tasks:(1) Articulatory skill, using a novel sound learning task with articulatory complex sounds not present in our participants' inventory.(2) Aud
APA, Harvard, Vancouver, ISO, and other styles
33

Lin, Xinyu. "A Comparative Study of Learning Style Preferences Between Bilingual and Monolingual Individuals." Lecture Notes in Education Psychology and Public Media 44, no. 1 (2024): 273–79. http://dx.doi.org/10.54254/2753-7048/44/20230217.

Full text
Abstract:
This study compares learning style preferences between bilingual and monolingual individuals. With the increasing prevalence of bilingualism and the rise of international schools, it is critical to understand the potential impact of bilingualism on learning strategies. The purpose of the study was to explore the choice of learning preferences compared to bilinguals and monolinguals. The study design used a mixed methods approach, assessing participants' learning style preferences through standardized questionnaires and gaining further understanding through semi-structured interviews. The findi
APA, Harvard, Vancouver, ISO, and other styles
34

Van Wijgerden-Bachta, Louise. "Ml@h-methode in Nederlands-Poolse tweetalige opvoeding op een specifiek voorbeeld – een exploratieve case-study." Neerlandica Wratislaviensia 34 (December 29, 2023): 49–65. http://dx.doi.org/10.19195/0860-0716.34.4.

Full text
Abstract:
The strategy of raising a bilingual child, also known as family language policy (FLP), has been the subject of linguistic, psychological or sociological research for many years. One way of raising bilinguals in a family environment is the minority language at home strategy (ml@h), which is often chosen by parents who live outside their home country and both speak a minority language. Parents speak to each other and to the child in their native language and the second language is acquired by the child in situations outside the home. In this article, I will present not only theoretical considera
APA, Harvard, Vancouver, ISO, and other styles
35

Harris, Josette G., C. Munro Cullum, and Antonio E. Puente. "Effects of bilingualism on verbal learning and memory in Hispanic adults." Journal of the International Neuropsychological Society 1, no. 1 (1995): 10–16. http://dx.doi.org/10.1017/s1355617700000059.

Full text
Abstract:
AbstractThe effect of bilingualism on qualitative aspects of verbal learning and memory was investigated. Equivalent list learning tests in English and Spanish were carefully constructed, and compared across two bilingual Hispanic groups of Mexican origin that differed in their level of English proficiency (“balanced” and “nonbalanced” bilinguals) and a group of monolingual English-speaking non-Hispanic subjects. Groups were matched for age, education, and gender composition. Nonbalanced bilinguals assessed in English utilized semantic clustering to the same extent as monolinguals, but learned
APA, Harvard, Vancouver, ISO, and other styles
36

Rosselli, Mónica, David A. Loewenstein, Rosie E. Curiel, et al. "Effects of Bilingualism on Verbal and Nonverbal Memory Measures in Mild Cognitive Impairment." Journal of the International Neuropsychological Society 25, no. 1 (2018): 15–28. http://dx.doi.org/10.1017/s135561771800070x.

Full text
Abstract:
AbstractObjectives:Maintaining two active languages may increase cognitive and brain reserve among bilingual individuals. We explored whether such a neuroprotective effect was manifested in the performance of memory tests for participants with amnestic mild cognitive impairment (aMCI).Methods:We compared 42 bilinguals to 25 monolinguals on verbal and nonverbal memory tests. We used: (a) the Loewenstein-Acevedo Scales for Semantic Interference and Learning (LASSI-L), a sensitive test that taps into proactive, retroactive, and recovery from proactive semantic interference (verbal memory), and (b
APA, Harvard, Vancouver, ISO, and other styles
37

Thursina Andayani, M. Syukri Pesillete, and Wulan Widiya Rahayu. "Implementation of Bilingual Learning." Didascein : Journal of English Education 5, no. 2 (2024): 89–98. https://doi.org/10.52333/djoee.v5i2.857.

Full text
Abstract:
Bilingual learning programs refer to two-language learning programs that use the mother tongue and foreign language as learning media. Palembang Civil Aviation Polytechnic has implemented a bilingual learning program based on the curriculum issued by the Human Resources and Development Agency of the Ministry of Transportation. This research aimed to assess the degree of success of bilingual implementation in Polytechnic Civil Aviation Polytechnic. This research used a descriptive qualitative approach, where observation and interview were used to collect data involving all lecturers and cadets
APA, Harvard, Vancouver, ISO, and other styles
38

HONG, LI, and BRIAN MACWHINNEY. "Semantic competitor priming within and across languages: The interplay of vocabulary knowledge, learning experience and working memory capacity." Bilingualism: Language and Cognition 14, no. 4 (2011): 433–43. http://dx.doi.org/10.1017/s1366728910000507.

Full text
Abstract:
This paper reports three studies of bilingual lexical processing, using the semantic competitor priming (SCP) method of Lee and Williams (2001). Study 1 found a trend of within-language SCP effect for Chinese–English bilinguals with both higher and lower levels of vocabulary knowledge. There was also a cross-language SCP effect, but this was restricted to bilinguals with a lower level of vocabulary knowledge. Study 2 found a cross-language SCP effect for Chinese learners of English in the classroom context. Study 3 found both within- and cross-language SCP effects for bilinguals with study-abr
APA, Harvard, Vancouver, ISO, and other styles
39

PÉREZ-LEROUX, ANA T. "The untouchables." Bilingualism: Language and Cognition 20, no. 1 (2016): 31–32. http://dx.doi.org/10.1017/s1366728916000365.

Full text
Abstract:
Carroll's critique (Carroll) of the field of bilingualism yields strong directives. Let us not study specific groups of bilinguals, and make big claims about bilingual learning. Let us not study one domain, say vocabulary, and generalize to bilinguals’ language. These are all valid points. She also voices strong skepticism about how current literature deals with language experience: “Much of the bilingual exposure literature making claims about quantity or quality of exposure is little more than speculation, built from a ‘logic’ about amounts of exposure that will not bear close scrutiny.” (8)
APA, Harvard, Vancouver, ISO, and other styles
40

Cox, Jessica G. "EXPLICIT INSTRUCTION, BILINGUALISM, AND THE OLDER ADULT LEARNER." Studies in Second Language Acquisition 39, no. 1 (2015): 29–58. http://dx.doi.org/10.1017/s0272263115000364.

Full text
Abstract:
Little is known about older adult language learners and effects of aging on L2 learning. This study investigated learning in older age through interactions of learner-internal and -external variables; specifically, late-learned L2 (bilingualism) and provision of grammar explanation (explicit instruction, EI). Forty-three older adults (age 60+) who were monolingual English or bilingual English/Spanish speakers learned basic Latin morphosyntax using a computer program with or without EI. Results showed no overall effects of EI, although bilinguals with EI had advantages when transferring skills.
APA, Harvard, Vancouver, ISO, and other styles
41

Fennell, Christopher, and Krista Byers-Heinlein. "You sound like Mommy." International Journal of Behavioral Development 38, no. 4 (2014): 309–16. http://dx.doi.org/10.1177/0165025414530631.

Full text
Abstract:
Previous research indicates that monolingual infants have difficulty learning minimal pairs (i.e., words differing by one phoneme) produced by a speaker uncharacteristic of their language environment and that bilinguals might share this difficulty. To clearly reveal infants’ underlying phonological representations, we minimized task demands by embedding target words in naming phrases, using a fully crossed, between-subjects experimental design. We tested 17-month-old French-English bilinguals’ ( N = 30) and English monolinguals’ ( N = 31) learning of a minimal pair (/k∊m/ – /g∊m/) produced by
APA, Harvard, Vancouver, ISO, and other styles
42

Mateu, Victoria, and Megha Sundara. "Constraints on Acceleration in Bilingual Development: Evidence from Word Segmentation by Spanish Learning Infants." Behavioral Sciences 14, no. 2 (2024): 108. http://dx.doi.org/10.3390/bs14020108.

Full text
Abstract:
We have previously shown that bilingual Spanish and English-learning infants can segment English iambs, two-syllable words with final stress (e.g., guiTAR), earlier than their monolingual peers. This is consistent with accelerated development in bilinguals and was attributed to bilingual infants’ increased exposure to iambs through Spanish; about 10% of English content words start with an unstressed syllable, compared to 40% in Spanish. Here, we evaluated whether increased exposure to a stress pattern alone is sufficient to account for acceleration in bilingual infants. In English, 90% of cont
APA, Harvard, Vancouver, ISO, and other styles
43

Murillo, Luz A. "Learning from Bilingual Family Literacies." Language Arts 90, no. 1 (2012): 18–29. http://dx.doi.org/10.58680/la201220684.

Full text
Abstract:
This ethnographic study explores the literacies of bilingual families living in the Rio Grande Valley on the U.S.—Mexico border. Murillo argues that immigrant families living on the border play an important role in their children’s literacy development, but that their voices are seldom heard in schools due to powerful and persistent deficit views of Spanish and Spanish-speaking families. To counter these views, Murillo describes the literacy practices that bilingual families engage in on a daily basis, and reports bilingual parents’ views about literacy in Spanish and English. To encourage and
APA, Harvard, Vancouver, ISO, and other styles
44

Zhou, Yanxi. "Factors Affecting Bilingual Learning." Lecture Notes in Education Psychology and Public Media 37, no. 1 (2024): 253–61. http://dx.doi.org/10.54254/2753-7048/37/20240562.

Full text
Abstract:
This article thoroughly explores the advantages of bilingual education through a literature review of previous research results, paying particular attention to motivation, self-identity, ethnic identity, and learner background. The examination of motivation is comprehensive, revealing its dynamic nature and combining motivation and self-efficacy to demonstrate its profound impact on academic outcomes. Furthermore, the article highlights the critical role of self-identity and national identity, illustrating the association between cultural awareness and language acquisition. In this section, th
APA, Harvard, Vancouver, ISO, and other styles
45

BUAC, MILIJANA, AURÉLIE TAUZIN-LARCHÉ, EMILY WEISBERG, and MARGARITA KAUSHANSKAYA. "Effect of speaker certainty on novel word learning in monolingual and bilingual children." Bilingualism: Language and Cognition 22, no. 04 (2018): 883–95. http://dx.doi.org/10.1017/s1366728918000536.

Full text
Abstract:
In the present study, we examined the effect of speaker certainty on word-learning performance in English-speaking monolingual (MAge = 6.40) and Spanish–English bilingual (MAge = 6.58) children. No group differences were observed when children learned novel words from a certain speaker. However, bilingual children were more willing to learn novel words from an uncertain speaker than their monolingual peers. These findings indicate that language experience influences how children weigh cues to speaker credibility during learning and suggest that children with more diverse linguistic backgrounds
APA, Harvard, Vancouver, ISO, and other styles
46

Ahad, Md Tanvir, Md Manjurul Ahsan, Ishrat Jahan, et al. "Behavioral Pattern Analysis between Bilingual and Monolingual Listeners’ Natural Speech Perception on Foreign-Accented English Language Using Different Machine Learning Approaches." Technologies 9, no. 3 (2021): 51. http://dx.doi.org/10.3390/technologies9030051.

Full text
Abstract:
Speech perception in an adverse background/noisy environment is a complex and challenging human process, which is made even more complicated in foreign-accented language for bilingual and monolingual individuals. Listeners who have difficulties in hearing are affected most by such a situation. Despite considerable efforts, the increase in speech intelligibility in noise remains elusive. Considering this opportunity, this study investigates Bengali–English bilinguals and native American English monolinguals’ behavioral patterns on foreign-accented English language considering bubble noise, gaus
APA, Harvard, Vancouver, ISO, and other styles
47

Poorebrahim, Fatemeh, Mohammad Afsharrad, and Behzad Ghonsooly. "Bilingualism, monoliteracy, and third language writing: A case from Turkish-Persian context in Iran." Indonesian Journal of Applied Linguistics 10, no. 2 (2020): 369–81. http://dx.doi.org/10.17509/ijal.v10i2.28608.

Full text
Abstract:
Studies on third language (L3) acquisition have shown that biliteracy has a facilitative effect on L3 writing. By comparing performances of bilinguals and monolinguals in subsequent language (English) writing, this study attempts to find whether being bilingual but not biliterate is of help to L3 writing. To this end, 52 Turk-Fars bilingual and 57 Fars monolingual females participated in the study. Data were collected through the participants’ compositions and think-aloud protocols. A series of Mann Whitney U tests were employed to compare the groups’ total writing scores and scores in differe
APA, Harvard, Vancouver, ISO, and other styles
48

Rahim, Abdul, Syukrul Hamdi, and I. Nyoman Arcana. "Developing Bilingual Learning Multimedia in Integral Application Learning Material For Vocational School." Al-Jabar : Jurnal Pendidikan Matematika 11, no. 2 (2020): 201–10. http://dx.doi.org/10.24042/ajpm.v11i2.6816.

Full text
Abstract:
ICT advancement can be utilized to improve the quality of education. In this globalization era, the millennial generation is demanded to be technology literate and fluent in English to compete in the global world considering that English has been established as an international language. Therefore, the integration of English into learning in the form of multimedia bilingual learning is needed. This study aimed to determine the feasibility, attractiveness, and effectiveness of bilingual learning multimedia on the integral application material for vocational schools. This research is research an
APA, Harvard, Vancouver, ISO, and other styles
49

Matrat, Mélodie, Hélène Delage, and Margaret Kehoe. "Dynamic Assessment of Word Learning to Diagnose Developmental Language Disorder in French-Speaking Monolingual and Bilingual Children." Languages 7, no. 3 (2022): 181. http://dx.doi.org/10.3390/languages7030181.

Full text
Abstract:
Dynamic assessment (DA), which evaluates the learning process rather than static knowledge, has been found to be effective in diagnosing developmental language disorder (DLD) in English-speaking bilingual children. We present three studies that examine whether a French dynamic word learning task can distinguish caseload children with DLD from control children with typical development (TD). Forty-eight monolingual and 69 bilingual French-speaking children, aged four to nine, were required to learn three to six non-words and their semantic characteristics. DA consisted of three phases: (1) a tea
APA, Harvard, Vancouver, ISO, and other styles
50

Regalado, Diana, Jessica Kong, Emily Buss, and Lauren Calandruccio. "Effects of Language History on Sentence Recognition in Noise or Two-Talker Speech: Monolingual, Early Bilingual, and Late Bilingual Speakers of English." American Journal of Audiology 28, no. 4 (2019): 935–46. http://dx.doi.org/10.1044/2019_aja-18-0194.

Full text
Abstract:
Purpose Language history is an important factor in masked speech recognition. Listeners who acquire the target language later in life perform more poorly than native speakers. However, there are inconsistencies in the literature regarding performance of bilingual speakers who begin learning the target language early in life. The purpose of this experiment was to evaluate speech-in-noise and speech-in-speech recognition for highly proficient early bilingual listeners compared to monolingual and late bilingual listeners. Method Three groups of young adults participated: native monolingual Englis
APA, Harvard, Vancouver, ISO, and other styles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!