Cristina Sanz
Biographic Data
| ID | 3763846 |
|---|---|
| NAME | Cristina Sanz |
| GIVEN NAMES | Cristina |
| FAMILY NAME | Sanz |
| SIGNATURE | SANZ C |
| AFFILIATIONS | Georgetown University |
| ORCID | 0000-0001-9153-7038 |
| VERIFIED | Yes |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 71 |
| AUTHOR COUNT | 26 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Language aptitudes and VOT development of L3 Spanish stops in Chinese-English bilinguals
Voicing contrast is a difficult feature for Chinese-English emergent bilingual learners of L3 Spanish. Adopting a time-series approach, this study investigates developmental trajectories of L3 Spanish voiced and voiceless VOT integrating the dynamic roles of language aptitude components.To trace their developmental paths, thirty classroom learners of L3Spanish in China produced VOT samples in a wordlist reading task five times during a five-month…
Beyond study abroad: Korean English as a foreign language learners who choose to stay
Research on study abroad (SA) has focused on students who leave their home institutions, often treating at home (AH) learners as a reference group. This study reverses that perspective by centering AH learners and using SA learners for comparison. Focusing on Korean college students, it asks who chooses to remain at home, what motivates that decision, and which factors support language development. Using a mixed‐methods, longitudinal design, the …
Multilingualism and Metalinguistic Awareness
Metalinguistic awareness (MLA) refers to the ability to reflect on language as a system and analyze its structures and logic in an abstract manner. Bilinguals and multilinguals have shown general advantages in MLA across linguistic domains, including lexical, morphosyntactic, phonological, and pragmatic awareness. Although these advantages are not free of caveats, evidence shows that even partial bilingualism can augment MLA, and that the enhance…
Introduction to the special issue on working memory and L2 writing: Implications for SLA individual differences research
This Introduction to the special issue first elaborates on the rationale for advocating the inclusion of L2 writing in SLA individual differences (IDs) research and subsequently provides an overview of empirical work on IDs in the domain of writing, with a focus on cognitive IDs and specifically working memory. Against this background, we synthesize the focus, structure, and contents of the special issue. We finish with substantive and methodolog…
Even in a Relatively New Field We Can Learn From the Past to Build a More Robust Future: A Commentary on “The Neurocognitive Underpinnings of Second Language Processing: Knowledge Gains From the Past …
It is always difficult to convince colleagues in the field of neuroscience, including neurocognitive approaches to second language acquisition (SLA), to write pieces like this one by Janet van Hell.Possibly more than in any other approach to multilingual development, scholars in the neurocognition of language put a premium on obtaining large grants that allow their laboratories to function so that they can generate primary research.I remember tha…
Study Abroad and Student Decision Making in Times of Covid: A Mixed Methods Study
The impacts of Covid-19 on Study abroad (SA) are deep and widespread and potentially affect the factors that guide US undergraduate students’ choices as they relate to SA. To investigate them, the present study relies on the MSA (Motivation to SA questionnaire: Anderson & Lawton, 2015) and adds two new groups of factors: language learning and health. To observe changes in the relative weight of factors before and during the pandemic, responses to…
Initial Proficiency and L2 Grammar Development During Short-Term Immersion Abroad: Conceptual and Methodological Insights
The first goal of this study was to examine how individual differences in initial L2 proficiency help explain L2 grammar development in oral production during short-term immersion abroad. The second goal of the study was methodological, and evaluated challenges that can result from operationalizing learners’ initial L2 proficiency as pretest performance on outcome measures (as opposed to independent proficiency measures) in analyses of L2 change.…
Piecemeal crosslinguistic influence and multilingualism
Saussure proposed the division language/parole and argued that language can be studied as a formal system. Fifty years later Chomsky declared competence the core interest of linguistics. Although for years Generative second language acquisition (GenSLA) has adopted this view, a number of recent publications poke holes into the competence bubble. Westergaard’s article is among those that pushes the boundaries of Generative Grammar (GG). In our com…
Multilingualism and Metalinguistic Awareness
Metalinguistic awareness is an aspect of metacognition that results from looking at language as a system beyond its meanings. Different types of metalinguistic awareness have been documented, from phonological to pragmatic. Findings suggest that speakers of multiple languages have greater metalinguistic awareness and develop this awareness at an earlier age than those who speak only one language. Metalinguistic awareness is posited as a key facto…
Expanding Boundaries: Current and New Directions in Study Abroad Research and Practice
In spite of advances in the understanding of the effects of the immersion experience on language and cultural development in the last three decades, many questions in study abroad (SA) research remain unanswered. The present article offers a close examination of the field as it is today with an eye toward future trends and gaps in the literature. The authors discuss how the field is being reshaped in response to the preponderant role of new techn…
Technology-assisted L2 research in immersive contexts abroad
Laboratory studies on multilingual cognition and further language development
Multilingualism is now seen as the norm rather than the exception in an age of migration and supranational entities, and where minority language rights and the consequent educational policies have become more common. The field of applied linguistics reflects that transition: second language acquisition (sla) research is slowly being replaced by research on multilingualism , which includes third language (L3) acquisition. Indeed, there is a growin…
Two Birds, One Stone, or How Learning a Foreign Language Makes You a Better Language Learner
Experience with a second language (L2) has been shown to facilitate learning of a third or subsequent language (L3) (Sanz 2000). However, little is known about how much L2 experience is needed before benefits for L3 development emerge, or about whether effects depend on type of L3 instruction. We report two experiments investigating initial learning of semantic role (agent/patient) assignment in L3 Latin by native English speakers at different le…
One Size Fits All? Learning Conditions and Working Memory Capacity in Ab Initio Language Development
The article summarizes results from two experimental studies ( N = 23, N = 21) investigating the extent to which working memory capacity (WMC) intervenes in ab initio language development under two pedagogical conditions [ ± grammar lesson + input-based practice + explicit feedback]. The linguistic target is the use of morphosyntax to assign semantic functions in Latin. Results suggest that with the more traditional pedagogical approach [+ gramma…
Effects of conditions on L2 development: Moving beyond accuracy
Most research on the effects of implicit and explicit conditions, especially that which is pedagogically oriented, has been limited in terms of outcome measures. This stems from an over-reliance on accuracy data as the only dependent variable in measuring the differential effects of conditions. Accuracy data provide information on the static outcome, or product, of an input condition, but are unable to inform us about the dynamic processing profi…
Is There a Cognitive Advantage for Spanish Heritage Bilinguals? A First Look
We report the findings from an ongoing study on the relationship between bilinguals’ language experience and cognitive control. Previous research suggests that early bilingualism exerts an advantage on executive control, possibly due to the cognitive requirements involved in the daily juggling of two languages (Adesope, Lavin, Thompson, & Ungerleider, 2010). However, other researchers also have argued against a cognitive control advantage in bili…
Multilingualism and Metalinguistic Awareness
Metalinguistic awareness or explicit, conscious knowledge of form/meaning relationships in a language, usually manifested as the ability to verbalize thoughts about language, is one of the best documented differences between bilinguals and monolinguals.
Explicit and Implicit Second Language Training Differentially Affect the Achievement of Native-like Brain Activation Patterns
It is widely believed that adults cannot learn a foreign language in the same way that children learn a first language. However, recent evidence suggests that adult learners of a foreign language can come to rely on native-like language brain mechanisms. Here, we show that the type of language training crucially impacts this outcome. We used an artificial language paradigm to examine longitudinally whether explicit training (that approximates tra…
Optimizing Language Instruction: Matters of Explicitness, Practice, and Cue Learning
Input exposure is essential for nonprimary language learning, but the importance of explicit instruction and corrective feedback continues to be debated. If instruction is required, how might it be optimized in terms of its nature and timing? In this study, 65 Spanish-English bilinguals were introduced to Latin through an interactive computer program designed to promote initial learning of thematic role assignment by drawing learners' attention t…
An experimental study of early L3 development: Age, bilingualism and classroom exposure
This research investigated Spanish–English bilingual adults' initial learning of a third language (L3), Latin, comparing the learning processes and outcomes of early- and late-onset bilinguals. Thirty-three participants were classified as Early or Late Bilinguals according to their age of arrival to the USA, and they were introduced to Latin by means of an interactive computer programme that provided grammar explanation, input-based practice and …
Second Language Acquisition of Gender Agreement in Explicit and Implicit Training Conditions: An Event-Related Potential Study
This study employed an artificial language learning paradigm together with a combined behavioral/event-related potential (ERP) approach to examine the neurocognition of the processing of gender agreement, an aspect of inflectional morphology that is problematic in adult second language (L2) learning. Subjects learned to speak and comprehend an artificial language under either explicit (classroomlike) or implicit (immersionlike) training condition…
Verbal Inflectional Morphology in L1 and L2 Spanish: A Frequency Effects Study Examining Storage Versus Composition
This study examines the storage versus composition of Spanish inflected verbal forms in first language (L1) and second language (L2) speakers of Spanish. L2 participants were selected to have mid-to-advanced proficiency, high classroom experience, and low immersion experience, typical of medium-to-advanced foreign language learners. Participants were shown the infinitival forms of verbs from either Class I (the default class, which takes new verb…
Concurrent Verbalizations, Pedagogical Conditions, and Reactivity: Two Call Studies
The article summarizes results from two experimental studies on reactivity. In the first experiment, 24 college-age participants received a computerized treatment that delivered a grammar lesson, practice, and feedback on assignment of semantic functions in Latin. Verbalizations did not induce reactivity on accuracy, but they slowed down posttest performance. The second experiment (N= 24), which did not include a grammar lesson, showed that think…
Positive Evidence Versus Explicit Rule Presentation and Explicit Negative Feedback: A Computer-Assisted Study
The facilitative role of explicit information in second Language acquisition has been supported by a significant body of research (Alanen, 1995; Carroll & Swain, 1993; de Graaff, 1997; DeKeyser, 1995; Ellis, 1993; Robinson, 1996, 1997), but counterevidence is also available (Rosa & O'Neill, 1999; VanPatten & Oikkenon, 1996). This experimental study investigates the effects of computer-delivered, explicit information on the acquisition of Spanish …
Spanish Applied Linguistics at the Turn of the Millennium
Spanish Applied Linguistics at the Turn of the Millennium. By Ed. Ronald P. Leow and Cristina Sanz. Somerville: Cascadilla, 2000. 234 pages.Spanish Applied Linguistics at the Turn of the Millennium is a collection of papers culled from the 1999 Conference on L1 and L2 Acquisition of Spanish and Portuguese. The volume is divided into five sections: morpho-syntax, reading, bilingualism, phonology, and writing. While the choice of these section head…
Expanding Boundaries: Current and New Directions in Study Abroad Research and Practice
In spite of advances in the understanding of the effects of the immersion experience on language and cultural development in the last three decades, many questions in study abroad (SA) research remain unanswered. The present article offers a close examination of the field as it is today with an eye toward future trends and gaps in the literature. The authors discuss how the field is being reshaped in response to the preponderant role of new techn…
Positive Evidence Versus Explicit Rule Presentation and Explicit Negative Feedback: A Computer-Assisted Study
The facilitative role of explicit information in second Language acquisition has been supported by a significant body of research (Alanen, 1995; Carroll & Swain, 1993; de Graaff, 1997; DeKeyser, 1995; Ellis, 1993; Robinson, 1996, 1997), but counterevidence is also available (Rosa & O'Neill, 1999; VanPatten & Oikkenon, 1996). This experimental study investigates the effects of computer-delivered, explicit information on the acquisition of Spanish …
Second Language Acquisition of Gender Agreement in Explicit and Implicit Training Conditions: An Event-Related Potential Study
This study employed an artificial language learning paradigm together with a combined behavioral/event-related potential (ERP) approach to examine the neurocognition of the processing of gender agreement, an aspect of inflectional morphology that is problematic in adult second language (L2) learning. Subjects learned to speak and comprehend an artificial language under either explicit (classroomlike) or implicit (immersionlike) training condition…
Optimizing Language Instruction: Matters of Explicitness, Practice, and Cue Learning
Input exposure is essential for nonprimary language learning, but the importance of explicit instruction and corrective feedback continues to be debated. If instruction is required, how might it be optimized in terms of its nature and timing? In this study, 65 Spanish-English bilinguals were introduced to Latin through an interactive computer program designed to promote initial learning of thematic role assignment by drawing learners' attention t…
Concurrent Verbalizations, Pedagogical Conditions, and Reactivity: Two Call Studies
The article summarizes results from two experimental studies on reactivity. In the first experiment, 24 college-age participants received a computerized treatment that delivered a grammar lesson, practice, and feedback on assignment of semantic functions in Latin. Verbalizations did not induce reactivity on accuracy, but they slowed down posttest performance. The second experiment (N= 24), which did not include a grammar lesson, showed that think…
Verbal Inflectional Morphology in L1 and L2 Spanish: A Frequency Effects Study Examining Storage Versus Composition
This study examines the storage versus composition of Spanish inflected verbal forms in first language (L1) and second language (L2) speakers of Spanish. L2 participants were selected to have mid-to-advanced proficiency, high classroom experience, and low immersion experience, typical of medium-to-advanced foreign language learners. Participants were shown the infinitival forms of verbs from either Class I (the default class, which takes new verb…
Spanish Applied Linguistics at the Turn of the Millennium
Spanish Applied Linguistics at the Turn of the Millennium. By Ed. Ronald P. Leow and Cristina Sanz. Somerville: Cascadilla, 2000. 234 pages.Spanish Applied Linguistics at the Turn of the Millennium is a collection of papers culled from the 1999 Conference on L1 and L2 Acquisition of Spanish and Portuguese. The volume is divided into five sections: morpho-syntax, reading, bilingualism, phonology, and writing. While the choice of these section head…
Technology-assisted L2 research in immersive contexts abroad
An experimental study of early L3 development: Age, bilingualism and classroom exposure
This research investigated Spanish–English bilingual adults' initial learning of a third language (L3), Latin, comparing the learning processes and outcomes of early- and late-onset bilinguals. Thirty-three participants were classified as Early or Late Bilinguals according to their age of arrival to the USA, and they were introduced to Latin by means of an interactive computer programme that provided grammar explanation, input-based practice and …
Piecemeal crosslinguistic influence and multilingualism
Saussure proposed the division language/parole and argued that language can be studied as a formal system. Fifty years later Chomsky declared competence the core interest of linguistics. Although for years Generative second language acquisition (GenSLA) has adopted this view, a number of recent publications poke holes into the competence bubble. Westergaard’s article is among those that pushes the boundaries of Generative Grammar (GG). In our com…
Laboratory studies on multilingual cognition and further language development
Multilingualism is now seen as the norm rather than the exception in an age of migration and supranational entities, and where minority language rights and the consequent educational policies have become more common. The field of applied linguistics reflects that transition: second language acquisition (sla) research is slowly being replaced by research on multilingualism , which includes third language (L3) acquisition. Indeed, there is a growin…
Two Birds, One Stone, or How Learning a Foreign Language Makes You a Better Language Learner
Experience with a second language (L2) has been shown to facilitate learning of a third or subsequent language (L3) (Sanz 2000). However, little is known about how much L2 experience is needed before benefits for L3 development emerge, or about whether effects depend on type of L3 instruction. We report two experiments investigating initial learning of semantic role (agent/patient) assignment in L3 Latin by native English speakers at different le…
Bilingual education enhances third language acquisition: Evidence from Catalonia
Studies on the acquisition of a third language (L3) in a bilingual context have shown that literacy in two languages facilitates the acquisition of a third (Cenoz & Valencia, 1994; Swain, Lapkin, Rowen, & Hart, 1990). The present study seeks to contribute to this line of research by comparing the acquisition of English as an L3 by Catalan/Spanish bilingual high school students in an immersion program with the acquisition of English by Spanish mon…
Spanish Applied Linguistics at the Turn of the Millennium
Spanish Applied Linguistics at the Turn of the Millennium. By Ed. Ronald P. Leow and Cristina Sanz. Somerville: Cascadilla, 2000. 234 pages.Spanish Applied Linguistics at the Turn of the Millennium is a collection of papers culled from the 1999 Conference on L1 and L2 Acquisition of Spanish and Portuguese. The volume is divided into five sections: morpho-syntax, reading, bilingualism, phonology, and writing. While the choice of these section head…
Positive Evidence Versus Explicit Rule Presentation and Explicit Negative Feedback: A Computer-Assisted Study
The facilitative role of explicit information in second Language acquisition has been supported by a significant body of research (Alanen, 1995; Carroll & Swain, 1993; de Graaff, 1997; DeKeyser, 1995; Ellis, 1993; Robinson, 1996, 1997), but counterevidence is also available (Rosa & O'Neill, 1999; VanPatten & Oikkenon, 1996). This experimental study investigates the effects of computer-delivered, explicit information on the acquisition of Spanish …
Concurrent Verbalizations, Pedagogical Conditions, and Reactivity: Two Call Studies
The article summarizes results from two experimental studies on reactivity. In the first experiment, 24 college-age participants received a computerized treatment that delivered a grammar lesson, practice, and feedback on assignment of semantic functions in Latin. Verbalizations did not induce reactivity on accuracy, but they slowed down posttest performance. The second experiment (N= 24), which did not include a grammar lesson, showed that think…
An experimental study of early L3 development: Age, bilingualism and classroom exposure
This research investigated Spanish–English bilingual adults' initial learning of a third language (L3), Latin, comparing the learning processes and outcomes of early- and late-onset bilinguals. Thirty-three participants were classified as Early or Late Bilinguals according to their age of arrival to the USA, and they were introduced to Latin by means of an interactive computer programme that provided grammar explanation, input-based practice and …
Second Language Acquisition of Gender Agreement in Explicit and Implicit Training Conditions: An Event-Related Potential Study
This study employed an artificial language learning paradigm together with a combined behavioral/event-related potential (ERP) approach to examine the neurocognition of the processing of gender agreement, an aspect of inflectional morphology that is problematic in adult second language (L2) learning. Subjects learned to speak and comprehend an artificial language under either explicit (classroomlike) or implicit (immersionlike) training condition…
Verbal Inflectional Morphology in L1 and L2 Spanish: A Frequency Effects Study Examining Storage Versus Composition
This study examines the storage versus composition of Spanish inflected verbal forms in first language (L1) and second language (L2) speakers of Spanish. L2 participants were selected to have mid-to-advanced proficiency, high classroom experience, and low immersion experience, typical of medium-to-advanced foreign language learners. Participants were shown the infinitival forms of verbs from either Class I (the default class, which takes new verb…
Multilingualism and Metalinguistic Awareness
Metalinguistic awareness or explicit, conscious knowledge of form/meaning relationships in a language, usually manifested as the ability to verbalize thoughts about language, is one of the best documented differences between bilinguals and monolinguals.
Explicit and Implicit Second Language Training Differentially Affect the Achievement of Native-like Brain Activation Patterns
It is widely believed that adults cannot learn a foreign language in the same way that children learn a first language. However, recent evidence suggests that adult learners of a foreign language can come to rely on native-like language brain mechanisms. Here, we show that the type of language training crucially impacts this outcome. We used an artificial language paradigm to examine longitudinally whether explicit training (that approximates tra…
Optimizing Language Instruction: Matters of Explicitness, Practice, and Cue Learning
Input exposure is essential for nonprimary language learning, but the importance of explicit instruction and corrective feedback continues to be debated. If instruction is required, how might it be optimized in terms of its nature and timing? In this study, 65 Spanish-English bilinguals were introduced to Latin through an interactive computer program designed to promote initial learning of thematic role assignment by drawing learners' attention t…
Effects of conditions on L2 development: Moving beyond accuracy
Most research on the effects of implicit and explicit conditions, especially that which is pedagogically oriented, has been limited in terms of outcome measures. This stems from an over-reliance on accuracy data as the only dependent variable in measuring the differential effects of conditions. Accuracy data provide information on the static outcome, or product, of an input condition, but are unable to inform us about the dynamic processing profi…
Is There a Cognitive Advantage for Spanish Heritage Bilinguals? A First Look
We report the findings from an ongoing study on the relationship between bilinguals’ language experience and cognitive control. Previous research suggests that early bilingualism exerts an advantage on executive control, possibly due to the cognitive requirements involved in the daily juggling of two languages (Adesope, Lavin, Thompson, & Ungerleider, 2010). However, other researchers also have argued against a cognitive control advantage in bili…
One Size Fits All? Learning Conditions and Working Memory Capacity in Ab Initio Language Development
The article summarizes results from two experimental studies ( N = 23, N = 21) investigating the extent to which working memory capacity (WMC) intervenes in ab initio language development under two pedagogical conditions [ ± grammar lesson + input-based practice + explicit feedback]. The linguistic target is the use of morphosyntax to assign semantic functions in Latin. Results suggest that with the more traditional pedagogical approach [+ gramma…
Technology-assisted L2 research in immersive contexts abroad
Laboratory studies on multilingual cognition and further language development
Multilingualism is now seen as the norm rather than the exception in an age of migration and supranational entities, and where minority language rights and the consequent educational policies have become more common. The field of applied linguistics reflects that transition: second language acquisition (sla) research is slowly being replaced by research on multilingualism , which includes third language (L3) acquisition. Indeed, there is a growin…
Two Birds, One Stone, or How Learning a Foreign Language Makes You a Better Language Learner
Experience with a second language (L2) has been shown to facilitate learning of a third or subsequent language (L3) (Sanz 2000). However, little is known about how much L2 experience is needed before benefits for L3 development emerge, or about whether effects depend on type of L3 instruction. We report two experiments investigating initial learning of semantic role (agent/patient) assignment in L3 Latin by native English speakers at different le…
Expanding Boundaries: Current and New Directions in Study Abroad Research and Practice
In spite of advances in the understanding of the effects of the immersion experience on language and cultural development in the last three decades, many questions in study abroad (SA) research remain unanswered. The present article offers a close examination of the field as it is today with an eye toward future trends and gaps in the literature. The authors discuss how the field is being reshaped in response to the preponderant role of new techn…
Multilingualism and Metalinguistic Awareness
Metalinguistic awareness is an aspect of metacognition that results from looking at language as a system beyond its meanings. Different types of metalinguistic awareness have been documented, from phonological to pragmatic. Findings suggest that speakers of multiple languages have greater metalinguistic awareness and develop this awareness at an earlier age than those who speak only one language. Metalinguistic awareness is posited as a key facto…
Piecemeal crosslinguistic influence and multilingualism
Saussure proposed the division language/parole and argued that language can be studied as a formal system. Fifty years later Chomsky declared competence the core interest of linguistics. Although for years Generative second language acquisition (GenSLA) has adopted this view, a number of recent publications poke holes into the competence bubble. Westergaard’s article is among those that pushes the boundaries of Generative Grammar (GG). In our com…
Initial Proficiency and L2 Grammar Development During Short-Term Immersion Abroad: Conceptual and Methodological Insights
The first goal of this study was to examine how individual differences in initial L2 proficiency help explain L2 grammar development in oral production during short-term immersion abroad. The second goal of the study was methodological, and evaluated challenges that can result from operationalizing learners’ initial L2 proficiency as pretest performance on outcome measures (as opposed to independent proficiency measures) in analyses of L2 change.…
Study Abroad and Student Decision Making in Times of Covid: A Mixed Methods Study
The impacts of Covid-19 on Study abroad (SA) are deep and widespread and potentially affect the factors that guide US undergraduate students’ choices as they relate to SA. To investigate them, the present study relies on the MSA (Motivation to SA questionnaire: Anderson & Lawton, 2015) and adds two new groups of factors: language learning and health. To observe changes in the relative weight of factors before and during the pandemic, responses to…
Introduction to the special issue on working memory and L2 writing: Implications for SLA individual differences research
This Introduction to the special issue first elaborates on the rationale for advocating the inclusion of L2 writing in SLA individual differences (IDs) research and subsequently provides an overview of empirical work on IDs in the domain of writing, with a focus on cognitive IDs and specifically working memory. Against this background, we synthesize the focus, structure, and contents of the special issue. We finish with substantive and methodolog…
Even in a Relatively New Field We Can Learn From the Past to Build a More Robust Future: A Commentary on “The Neurocognitive Underpinnings of Second Language Processing: Knowledge Gains From the Past …
It is always difficult to convince colleagues in the field of neuroscience, including neurocognitive approaches to second language acquisition (SLA), to write pieces like this one by Janet van Hell.Possibly more than in any other approach to multilingual development, scholars in the neurocognition of language put a premium on obtaining large grants that allow their laboratories to function so that they can generate primary research.I remember tha…
Multilingualism and Metalinguistic Awareness
Metalinguistic awareness (MLA) refers to the ability to reflect on language as a system and analyze its structures and logic in an abstract manner. Bilinguals and multilinguals have shown general advantages in MLA across linguistic domains, including lexical, morphosyntactic, phonological, and pragmatic awareness. Although these advantages are not free of caveats, evidence shows that even partial bilingualism can augment MLA, and that the enhance…
Language aptitudes and VOT development of L3 Spanish stops in Chinese-English bilinguals
Voicing contrast is a difficult feature for Chinese-English emergent bilingual learners of L3 Spanish. Adopting a time-series approach, this study investigates developmental trajectories of L3 Spanish voiced and voiceless VOT integrating the dynamic roles of language aptitude components.To trace their developmental paths, thirty classroom learners of L3Spanish in China produced VOT samples in a wordlist reading task five times during a five-month…
Psychology (21 works) · Linguistics (19 works) · EFL/ESL Teaching and Learning (14 works) · Computer Science (11 works) · Cognitive psychology (10 works) · Neurobiology of Language and Bilingualism (9 works) · Reading and Literacy Development (9 works) · Second Language Acquisition and Learning (9 works) · Second Language Learning and Teaching (9 works) · Cognition (8 works)