Tanja Angelovska
Biographic Data
| ID | 8593652 |
|---|---|
| NAME | Tanja Angelovska |
| GIVEN NAMES | Tanja |
| FAMILY NAME | Angelovska |
| SIGNATURE | ANGELOVSKA T |
| AFFILIATIONS | University of Salzburg |
| ORCID | 0000-0002-7311-766X |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Working memory of young school-age learners acquiring L2 English morphology
The aim of this pre-/posttest design lab case study is to find possible interactions between working memory (WM) effects and the effectiveness of structured input among 10-11-year-olds with first language (L1) German children. The target feature is the simple English past tense. The WM capacity was assessed via three span tasks: listening (LST), reading (RST), and a digit span task (DST). Second language (L2) learners' WM scores for all three spa…
Uncovering transfer effects of dominance and proficiency in L3 English acquisition using the visual moving window paradigm and grammaticality judgments
Using a novel combination of visual moving window paradigm and timed grammaticality judgment task, this study examines how third language (L3) learners (beginners and intermediate) with L2 German and different non-verb-second L1s process violated and non-violated main declarative sentences with fronted adverbials in L3 English. It examines the extent to which so far less-explored predictors (language dominance and proficiency) modulate non-facili…
A Selective Review of Event-Related Potential Investigations in Second and Third Language Acquisition of Syntax
The aim of this contribution is to highlight the role and relevance of neurolinguistics accounts for second and third language syntactic acquisition/processing. This chapter begins with a brief historical overview of the field of experimental psychology and the birth of the EEG methodology. We then provide a general introduction of the ERP methodology and the language-related ERP components, explaining what they show and how they are to be interp…
An online (r)examination of frequency and context effects in code-switching using the auditory moving window
Aims and objectives/purpose/research questions: This study revisits the finding that code-switched language comprehension takes longer than non-switched language. Design/methodology/approach: Using an auditory moving window task, bilinguals operating in single (English) or dual (Spanish–English) language communities listened to sentences presented auditorily. Sentences in Experiments 1a to b were in Spanish and critical targets were either a code…
Cross-linguistic awareness of adult L3 learners of English
This study is concerned with finding out how L3 (third language) learners recognize and make conscious use of cross-linguistic similarities and differences and whether their metalinguistic reflections are in correlation with their proficiency. Written text productions of thirteen L3 learners of English, aged 20–25, at different L3 levels (A2, B1, B2 and C1) with various L1s and a constant variable of L2 German acquired before their L3 were used a…
Input-Practice-Output
In the field of Instructed Third Language Acquisition (ITLA), teachers are left alone not knowing how to predict possible transfer phenomena, how to overcome them and how to raise their learners’ metalinguistic awareness. We start from the existing results and non-results of L3 acquisition (transfer) and develop practical applications as part of the Input-Practice-Output Method 1 showing that a combination of these three phases allows for an indi…
L3 syntactic transfer – an integrative approach
(When) do L3 English learners transfer from L2 German?
This study examines the negative 1 interlanguage transfer 2 of the verb-second (henceforth V2) by adult speakers with L1 Russian, advanced L2 German and at either elementary 3 or intermediate L3 levels of English, whereby L2 and L3 were acquired subsequently and formally. It questions if and which of the existing L3 transfer models will offer the best prediction for the source of negative interlanguage transfer by responding to two existing gaps:…
L3 Syntactic Transfer
This book fills an existing gap in the field of third language acquisition (L3A) by bringing together theoretical, empirical, and practical accounts that contribute to informed teaching practices in multilingual classrooms. The volume is organised into three sections that focus on prominent syntactic transfer models in the field of L3A and together provide insights into the interplay of the influences of prior languages in L3 syntax and how we ca…
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Input-Practice-Output
In the field of Instructed Third Language Acquisition (ITLA), teachers are left alone not knowing how to predict possible transfer phenomena, how to overcome them and how to raise their learners’ metalinguistic awareness. We start from the existing results and non-results of L3 acquisition (transfer) and develop practical applications as part of the Input-Practice-Output Method 1 showing that a combination of these three phases allows for an indi…
L3 syntactic transfer – an integrative approach
(When) do L3 English learners transfer from L2 German?
This study examines the negative 1 interlanguage transfer 2 of the verb-second (henceforth V2) by adult speakers with L1 Russian, advanced L2 German and at either elementary 3 or intermediate L3 levels of English, whereby L2 and L3 were acquired subsequently and formally. It questions if and which of the existing L3 transfer models will offer the best prediction for the source of negative interlanguage transfer by responding to two existing gaps:…
L3 Syntactic Transfer
This book fills an existing gap in the field of third language acquisition (L3A) by bringing together theoretical, empirical, and practical accounts that contribute to informed teaching practices in multilingual classrooms. The volume is organised into three sections that focus on prominent syntactic transfer models in the field of L3A and together provide insights into the interplay of the influences of prior languages in L3 syntax and how we ca…
Cross-linguistic awareness of adult L3 learners of English
This study is concerned with finding out how L3 (third language) learners recognize and make conscious use of cross-linguistic similarities and differences and whether their metalinguistic reflections are in correlation with their proficiency. Written text productions of thirteen L3 learners of English, aged 20–25, at different L3 levels (A2, B1, B2 and C1) with various L1s and a constant variable of L2 German acquired before their L3 were used a…
An online (r)examination of frequency and context effects in code-switching using the auditory moving window
Aims and objectives/purpose/research questions: This study revisits the finding that code-switched language comprehension takes longer than non-switched language. Design/methodology/approach: Using an auditory moving window task, bilinguals operating in single (English) or dual (Spanish–English) language communities listened to sentences presented auditorily. Sentences in Experiments 1a to b were in Spanish and critical targets were either a code…
Uncovering transfer effects of dominance and proficiency in L3 English acquisition using the visual moving window paradigm and grammaticality judgments
Using a novel combination of visual moving window paradigm and timed grammaticality judgment task, this study examines how third language (L3) learners (beginners and intermediate) with L2 German and different non-verb-second L1s process violated and non-violated main declarative sentences with fronted adverbials in L3 English. It examines the extent to which so far less-explored predictors (language dominance and proficiency) modulate non-facili…
A Selective Review of Event-Related Potential Investigations in Second and Third Language Acquisition of Syntax
The aim of this contribution is to highlight the role and relevance of neurolinguistics accounts for second and third language syntactic acquisition/processing. This chapter begins with a brief historical overview of the field of experimental psychology and the birth of the EEG methodology. We then provide a general introduction of the ERP methodology and the language-related ERP components, explaining what they show and how they are to be interp…
Working memory of young school-age learners acquiring L2 English morphology
The aim of this pre-/posttest design lab case study is to find possible interactions between working memory (WM) effects and the effectiveness of structured input among 10-11-year-olds with first language (L1) German children. The target feature is the simple English past tense. The WM capacity was assessed via three span tasks: listening (LST), reading (RST), and a digit span task (DST). Second language (L2) learners' WM scores for all three spa…
Linguistics (9 works) · Psychology (7 works) · Computer Science (6 works) · Natural language processing (5 works) · Neurobiology of Language and Bilingualism (5 works) · EFL/ESL Teaching and Learning (4 works) · German (3 works) · Language Development and Disorders (3 works) · Mathematics education (3 works) · Philosophy (3 works)