Article published in:
Language, Interaction and Acquisition
Vol. 6:2 (2015) ► pp. 270293
Cited by

Cited by 1 other publications

Veivo, Outi, Juhani Järvikivi, Vincent Porretta & Jukka Hyönä
2016. Orthographic Activation in L2 Spoken Word Recognition Depends on Proficiency: Evidence from Eye-Tracking. Frontiers in Psychology 7 Crossref logo

This list is based on CrossRef data as of 19 august 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.



Andrews, S.
(1989) Frequency and neighborhood size effects on lexical access: Activation or search? Journal of Experimental Psychology: Learning, Memory, and Cognition 15, 802–814. CrossrefGoogle Scholar
Baayen, R.H., Davidson, D.J. & Bates, D.M.
(2008) Mixed-effects modelling with crossed random effects for subjects and items. Journal of Memory and Language 59, 390–412. CrossrefGoogle Scholar
Baddeley, A.D., Papagno, C. & Vallar, G.
(1988) When long-term learning depends on short-term storage. Journal of Memory and Language 27, 586–595. CrossrefGoogle Scholar
Chenu, F. & Jisa, H.
(2009) Reviewing some similarities and differences in L1 and L2 lexical development. Acquisition et interaction en langue étrangère 9, 17–38.Google Scholar
Christensen, R.H.B. & Brockhoff, P.B.
(2013) Analysis of sensory ratings data with cumulative link models. Journal de la Societe Francaise de Statistique & Revue de Statistique Appliquée 154, 58–79.Google Scholar
Coleman, J.
(1996) Studying languages: A survey of British and European students: The proficiency, background, attitudes and motivations of students of foreign languages in the United Kingdom and Europe. London: Centre for Information on Language Teaching and Research.Google Scholar
Council of Europe
(2001) Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.Google Scholar
de Bot, K. & Jaensch, C.
(2015) What is special about L3 processing? Bilingualism: Language and Cognition 18, 130–144. CrossrefGoogle Scholar
de Groot, A.M.B.
(1992) Determinants of word translation. Journal of Experimental Psychology: Learning, Memory, and Cognition 18, 1001–1018. CrossrefGoogle Scholar
de Groot, A.M.B., Delmaar, P. & Lupker, S.J.
(2000) The processing of interlexical homographs in translation recognition and lexical decision: Support for nonselective access to bilingual memory. Quarterly Journal of Experimental Psychology 53A, 397–428. CrossrefGoogle Scholar
de Groot, A.M.B. & Hoeks, J.C.J.
(1995) The development of bilingual memory: Evidence from word translation by trilinguals. Language Learning 45, 683–724. CrossrefGoogle Scholar
Grainger, J., Diependaele, K., Spinelli, E., Ferrand, L. & Farioli, F.
(2003) Masked repetition and phonological priming within and across modalities. Journal of Experimental Psychology: Learning, Memory and Cognition 29, 1256–1269. CrossrefGoogle Scholar
Hammarberg, B.
(2001) Roles of L1 and L2 in L3 production and acquisition. In J. Cenoz, B. Hufeisen & U. Jessner (eds.), Cross-linguistic influence in third language acquisition: Psycholinguistic perspectives (21–41). Clevedon: Multilingual Matters.Google Scholar
Hufeisen, B. & Marx, N.
(2007) How can DaFnE and EuroComGerm contribute to the concept of receptive multilingualism? Theoretical and practical considerations. In J.D. ten Thije & L. Zeevaert (eds.), Receptive multilingualism, linguistic analyses, language policies and didactic concepts, Hamburg studies on multilingualism 6, (307–321). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Huhta, A., Luoma, S., Oscarson, M., Sajavaara, K., Takala, S. & Teasdale, A.
(2002) DIALANG: A diagnostic language assessment system for learners. In J.C. Alderson (ed.), Common European framework of reference for languages: Learning, teaching, assessment. Case studies (130–145). Strasbourg: Council of Europe. http://​www​.lancs​.ac​.uk​/researchenterprise​/dialang​/aboutGoogle Scholar
Kroll, J.F., Gullifer, J.W. & Rossi, E.
(2013) The multilingual lexicon: The cognitive and neural basis of lexical comprehension and production in two or more languages. In C. Polio (ed.), Annual review of applied linguistics (102–127). Cambridge, U.K.: Cambridge University Press.Google Scholar
Lagrou, E., Hartsuiker, R. & Duyck, W.
(2011) Knowledge of a second language influences auditory word recognition in the native language. Journal of Experimental Psychology: Learning, Memory, and Cognition 37, 952–965. CrossrefGoogle Scholar
(2013) The influence of sentence context and accented speech on lexical access in second-language auditory word recognition. Bilingualism: Language and Cognition 16, 508–517. CrossrefGoogle Scholar
Lemhöfer, K. & Dijkstra, T.
(2004) Recognizing cognates and interlingual homographs: Effects of code similarity in language specific and generalized lexical decision. Memory & Cognition 32, 533–550. CrossrefGoogle Scholar
Lindgren, E. & Muñoz, C.
(2013) The influence of exposure, parents, and linguistic distance on young European learners’ foreign language comprehension. International Journal of Multilingualism 10, 105–129. CrossrefGoogle Scholar
Lindqvist, C.
(2009) The use of the L1 and the L2 in French L3. Examining cross-linguistic lexemes in multilingual learners’ oral production. International Journal of Multilingualism 6, 281–297. CrossrefGoogle Scholar
Llama, R., Cardoso, W. & Collins, L.
(2010) The influence of language distance and language status on the acquisition of L3 phonology. International Journal of Multilingualism 7, 39–57. CrossrefGoogle Scholar
Luce, P.A. & Pisoni, D.B.
(1998) Recognizing spoken words: The neighborhood activation model. Ear & Hearing 19, 1–36. CrossrefGoogle Scholar
Milton, J. & Meara, P.
(1995) How periods abroad affect vocabulary growth in a foreign language. ITL Review of Applied Linguistics 107(8), 17–34.Google Scholar
Murray, W.S. & Forster, K.I.
(2004) Serial mechanisms in lexical access: The rank hypothesis. Psychological Review 111, 721–756. CrossrefGoogle Scholar
Mutta, M.
(2014) Cross-linguistic influence in an oral translation task by L3 French learners. Language, Interaction and Acquisition (LIA) 5, 279–313. CrossrefGoogle Scholar
Nation, I.S.P.
(2001) Learning vocabulary in another language. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Nelson, J., Balass, M. & Perfetti, C.A.
(2005) Differences between written and spoken input in learning new words. Written Language & Literacy 8, 25–44. CrossrefGoogle Scholar
New, B., Pallier, C., Ferrand, L. & Matos, R.
(2001) Une base de données lexicales du français contemporain sur internet: LEXIQUE. L’Année Psychologique 101, 447–462. http://​www​.lexique​.org DOI: CrossrefGoogle Scholar
Quené, H. & Van den Bergh, H.
(2008) Examples of mixed-effects modeling with crossed random effects and with binomial data. Journal of Memory and Language 59, 413–425. CrossrefGoogle Scholar
Rast, R.
(2010) The use of prior linguistic knowledge in the early stages of L3 acquisition. IRAL: International Review of Applied Linguistics in Language Teaching 48, 159–183. CrossrefGoogle Scholar
Robinson, P. & Ellis, N.
(2008) Conclusion: Cognitive linguistics, second language acquisition and L2 instruction – issues for research. In P. Robinson & N. Ellis (eds.), Handbook of cognitive linguistics and second language acquisition (489–545). New York/London: Routledge.Google Scholar
Schwartz, A., Kroll, J. & Diaz, M.
(2007) Reading words in Spanish and English: Mapping orthography to phonology in two languages. Language and Cognitive Processes 22, 106–129. CrossrefGoogle Scholar
Serrano, R., Llanes, À. & Tragant, E.
(2011) Analyzing the effect of context of second language learning: Domestic intensive and semi-intensive courses vs. Study abroad in europe. System 39, 133–143. CrossrefGoogle Scholar
Simon, E., Escudero, P. & Broersma, M.
(2010) Learning minimally different words in a third language: L2 proficiency as a crucial predictor of accuracy in an L3 words learning task. In K. Dziubalska-Kołaczyk, M. Wrembel & M. Kul (eds.), Proceedings of the Sixth International Symposium on the Acquisition of Second Language Speech, New Sounds 201, Poznań, Poland, 1-3 May 2010 (439–444). Poznan: Adam Mickiewicz University.Google Scholar
Szubko-Sitarek, V.
(2011) Cognate facilitation effects in trilingual word recognition. Studies in Second Language Learning and Teaching 1, 189–208.Google Scholar
Le trésor de la langue francaise informatisé [online], ATILF [retrieved on 15.6.2013]. Available at: http://​atilf​.atilf​.fr/.
Veivo, O. & Järvikivi, J.
(2013) Proficiency modulates early orthographic and phonological processing in L2 spoken word recognition. Bilingualism: Language and Cognition 16, 864–883. CrossrefGoogle Scholar
Williams, S. & Hammarberg, B.
(1998) Language switches in L3 production: Implications for a polyglot speaking model. Applied Linguistics 19, 295–333. CrossrefGoogle Scholar
Ziegler, J.C., Muneaux, M. & Grainger, J.
(2003) Neighborhood effects in auditory word recognition: Phonological competition and orthographic facilitation. Journal of Memory & Language 48, 779–793. CrossrefGoogle Scholar
Ziegler, J.C., Petrova, A. & Ferrand, L.
(2008) Feedback consistency effects in visual and auditory word recognition: Where do we stand after more than a decade? Journal of Experimental Psychology: Learning, Memory and Cognition 34, 643–661. CrossrefGoogle Scholar