Olga Broniś
Biographic Data
| ID | 5889385 |
|---|---|
| NAME | Olga Broniś |
| GIVEN NAMES | Olga |
| FAMILY NAME | Broniś |
| SIGNATURE | BRONIŚ O |
| AFFILIATIONS | Cardinal Stefan Wyszynski University in Warsaw |
| ORCID | 0000-0002-5323-0665 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Cumulative L1–L2–L3 lexical similarity versus L2–L3 lexical similarity: What impacts learners’ L3 word knowledge and L3 word processing more
We investigated how previous languages and learner individual differences impact L3 word knowledge. The participants were 93 L1-Polish learners of L2-English and L3-Italian. We tested participants’ knowledge of 120 L3-Italian words: 40 L2–L3 cognates, 40 L1–L2–L3 cognates, and 40 non-cognates, controlled for many item-related variables. The knowledge and online processing of the L3 words were measured by a test inspired by the Vocabulary Knowledg…
Adapting the Vocabulary Knowledge Scale to measure L3 lexical knowledge
The Vocabulary Knowledge Scale (VKS; Wesche and Paribakht, 1996) is a tool for assessing levels of L2 lexical knowledge. Still, in its original form, it cannot be used in research on L3 acquisition as it does not account for cross-linguistic influences in trilingual students’ vocabulary. Thus, in two studies, we piloted a tool adapted from the VKS, which aimed to activate three languages: L1-Polish, L2-English and L3-Italian (L3-test). In each st…
The interplay of learners’ cognitive abilities in the learning and automatization of miniature language grammar: What matters beyond general IQ
This study focused on the relative contributions of cognitive aptitudes to the incidental learning and automatization of mini-language grammar. Over three sessions, participants ( N = 45; first language [L1] Polish; age range: 19–35) completed computerized training in MiniItaliano as well as tasks tapping into working memory, general intelligence, and language analytic ability (LAA). The overt aim of the training was to comprehend messages placed…
Teachers beware: L3 cognates may be difficult to learn. Spelling errors and the multilingual mental lexicon
Learning L2-L3 cognates and L1-L2-L3 cognates in class: A longitudinal experiment in raising awareness of L2-L3 similarity
Cross-linguistic influences, language proficiency and metalinguistic knowledge in L3 Italian subject placement
L3 acquisition is influenced by L1-L3 typology, learners’ proficiency in those languages, and metalinguistic knowledge. However, the precise patterns of cross-linguistic influence (CLI) in L3 acquisition are still unclear. This study aimed to examine how the abovementioned factors affect learners’ sensitivity to subject placement in L3 Italian. We examined L1-Polish speakers (pro-drop language) with L2-English (non-pro-drop) learning Italian as t…
Cross-linguistic influences, language proficiency and metalinguistic knowledge in L3 Italian subject placement
L3 acquisition is influenced by L1-L3 typology, learners’ proficiency in those languages, and metalinguistic knowledge. However, the precise patterns of cross-linguistic influence (CLI) in L3 acquisition are still unclear. This study aimed to examine how the abovementioned factors affect learners’ sensitivity to subject placement in L3 Italian. We examined L1-Polish speakers (pro-drop language) with L2-English (non-pro-drop) learning Italian as t…
Cross-linguistic influences, language proficiency and metalinguistic knowledge in L3 Italian subject placement
L3 acquisition is influenced by L1-L3 typology, learners’ proficiency in those languages, and metalinguistic knowledge. However, the precise patterns of cross-linguistic influence (CLI) in L3 acquisition are still unclear. This study aimed to examine how the abovementioned factors affect learners’ sensitivity to subject placement in L3 Italian. We examined L1-Polish speakers (pro-drop language) with L2-English (non-pro-drop) learning Italian as t…
The interplay of learners’ cognitive abilities in the learning and automatization of miniature language grammar: What matters beyond general IQ
This study focused on the relative contributions of cognitive aptitudes to the incidental learning and automatization of mini-language grammar. Over three sessions, participants ( N = 45; first language [L1] Polish; age range: 19–35) completed computerized training in MiniItaliano as well as tasks tapping into working memory, general intelligence, and language analytic ability (LAA). The overt aim of the training was to comprehend messages placed…
Teachers beware: L3 cognates may be difficult to learn. Spelling errors and the multilingual mental lexicon
Learning L2-L3 cognates and L1-L2-L3 cognates in class: A longitudinal experiment in raising awareness of L2-L3 similarity
Cumulative L1–L2–L3 lexical similarity versus L2–L3 lexical similarity: What impacts learners’ L3 word knowledge and L3 word processing more
We investigated how previous languages and learner individual differences impact L3 word knowledge. The participants were 93 L1-Polish learners of L2-English and L3-Italian. We tested participants’ knowledge of 120 L3-Italian words: 40 L2–L3 cognates, 40 L1–L2–L3 cognates, and 40 non-cognates, controlled for many item-related variables. The knowledge and online processing of the L3 words were measured by a test inspired by the Vocabulary Knowledg…
Adapting the Vocabulary Knowledge Scale to measure L3 lexical knowledge
The Vocabulary Knowledge Scale (VKS; Wesche and Paribakht, 1996) is a tool for assessing levels of L2 lexical knowledge. Still, in its original form, it cannot be used in research on L3 acquisition as it does not account for cross-linguistic influences in trilingual students’ vocabulary. Thus, in two studies, we piloted a tool adapted from the VKS, which aimed to activate three languages: L1-Polish, L2-English and L3-Italian (L3-test). In each st…
Neurobiology of Language and Bilingualism (5 works) · Second Language Acquisition and Learning (5 works) · Computer Science (3 works) · Linguistics (3 works) · Psychology (3 works) · EFL/ESL Teaching and Learning (2 works) · Mathematics education (2 works) · Reading and Literacy Development (2 works) · Vocabulary development (2 works) · Affect (linguistics (1 works)