Declarative and Procedural Determinants of Second Languages

| McGill University & Cognitive Neuroscience Center, UQÀM
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This volume is the outcome of the author’s observations and puzzlement over seventeen years of teaching English and French as second languages, followed by 30 years of research into the neurolinguistic aspects of bilingualism. It examines, within the framework of a neurolinguistic theory of bilingualism (Paradis, 2004), the crucial and pervasive contributions made by declarative and procedural memory to the appropriation, representation and processing of a second language. This requires careful consideration of a number of concepts associated with issues pertaining to second language research: consciousness, interface, modularity, automaticity, proficiency, accuracy, fluency, intake, ultimate attainment, switching, implicit linguistic competence and explicit metalinguistic knowledge. It is informed by data from a variety of domains, including language pathology, neuroimaging, and, from each side of the fence, practical classroom experience. This book introduces four further proposals within the framework of a neurolinguistic theory of bilingualism: (1) There are two sets of cerebral representations, those that are capable of reaching consciousness and those that are not; implicit grammar is inherently not capable of reaching consciousness. (2) The increased activation observed in neuroimaging studies during the use of a second language is not devoted to the processing of implicit linguistic competence. (3) Intake is doubly implicit. (4) Given the premise that metalinguistic knowledge cannot be converted into implicit competence, there can be no possible interface between the two.
[Studies in Bilingualism, 40] 2009.  xii, 219 pp.
Publishing status: Available
Table of Contents
“This volume provides a thorough and comprehensive review of issues regarding the distinction between declarative and procedural aspects of processing in the L2. It includes a strong emphasis on the neurocognitive underpinnings of this distinction. Paradis discusses the differences between L1 and L2 in terms of the involvement of implicit versus explicit knowledge, and he makes important claims about the inability of studies that use single-word stimuli to reveal much about processing in implicit knowledge systems. Paradis defends the no-interface view of the relationship between explicit and implicit knowledge (i.e., that explicit or metalinguistic knowledge cannot be converted into forms of implicit knowledge), and this has implications for an understanding of fluency development.”
“At a moment when issues of bilingualism assume greater importance in the United States and as neurocognitive techniques rapidly gain terrain in SLA research, an extension of Paradis’s (2004) neurolinguistic theory of bilingualism could hardly be more timely. This volume stands out for its clarity, accessibility, and thought-provoking style. [...] this volume will interest psycholinguists, neurolinguists, and SLA researchers. Readers already familiar with Paradis’s (2004 ) work can benefit from the model additions, updated information on diverse topics, new data that claim to bolster central tenets of the theory, and plenty of room for rebuttal. Those less familiar with Paradis’s research and the explicit-implicit distinction and interface debate can read the preface (a synopsis of the 2004 book) and the appendix that summarizes key proposals (giving an overview of the constructs created after 2004) before delving into the individual chapters.”
“This excellent, lucid and scholarly work is a treatise on the conceptual basis of our understanding of second language appropriation and use, and the neural systems that subserve it. It is an important extension of MP’s seminal work on neurolinguistic theory of bilingualism (Paradis, 2004). [...] a rigorous exercise in clearing muddled thinking and in exploring the behavioural and neural bases of second language performance. [...] The core thesis is applied to different issues in the different chapters and this means that the chapters can be read somewhat independently. In consequence, readers with different interests can grasp the thesis and its implications for their area of interest efficiently. I think they will find themselves enticed to read further and enjoy, as I did, a book that provides a wide-ranging exploration of a common theme. The thesis that MP eloquently develops [...] is open to explicit test.”
“[...] As one works through the treatise, it is clear that despite targeting an expert readership, the book does not completely exclude educated lay readers, much to its credit. This is achieved through the rigorous systematicity with which the arguments of the book are presented [...] What particularly strikes me is how the author elucidates some of his points in a way that is wholly comprehensible and intuitive. [...] One cannot but be awed by the extent of knowledge the author has on the subject being dealt with, as evident in his exhaustive and critical commentary on the relevant literature. The comprehensiveness of this work makes it a must-read for students and scholars who are interested in bilingualism in general and second language acquisition in particular.”
“One cannot but be awed by the extent of knowledge the author has on the subject being dealt with, as evident in his exhaustive and critical commentary on the relevant literature. The comprehensiveness of this work makes it a must-read for students and scholars who are interested in bilingualism in general and second language acquisition in particular.”
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2020. The structural sensitivity of elicited imitation as a measure of implicit grammatical knowledge. Eurasian Journal of Applied Linguistics  pp. 265 ff. DOI logo
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2018. Teasing Apart the Effects of Dominance, Transfer, and Processing in Reference Production by German–Italian Bilingual Adolescents. Languages 3:3  pp. 36 ff. DOI logo
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2017. Word-Level and Sentence-Level Automaticity in English as a Foreign Language (EFL) Learners: A Comparative Study. Journal of Psycholinguistic Research 46:6  pp. 1471 ff. DOI logo
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2017. The Spacing Effect and its Relevance to Second Language Acquisition. Applied Linguistics  pp. amw052 ff. DOI logo
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2018. Declarative Versus Procedural Knowledge. In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. DOI logo
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2017. Validity of new measures of implicit knowledge: Distinguishing implicit knowledge from automatized explicit knowledge. Applied Psycholinguistics 38:5  pp. 1229 ff. DOI logo
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2018. THE ROLE OF PROCEDURAL LEARNING ABILITY IN AUTOMATIZATION OF L2 MORPHOLOGY UNDER DIFFERENT LEARNING SCHEDULES. Studies in Second Language Acquisition 40:4  pp. 923 ff. DOI logo
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2016. The effects of L2 experience on L3 perception. International Journal of Multilingualism 13:4  pp. 459 ff. DOI logo
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2016. Cognitive factors, linguistic perceptions and transfer in third language learning. Revue française de linguistique appliquée Vol. XXI:2  pp. 123 ff. DOI logo
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2015. The role of L1 explicit metalinguistic knowledge in L3 oral production at the initial state. Bilingualism: Language and Cognition 18:2  pp. 227 ff. DOI logo
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Fitzgerald, Jill, A. Jackson Stenner, Eleanor E. Sanford-Moore, Heather Koons, Kimberly Bowen & Kee Hyung Kim
2015. The Relationship of Korean Students’ Age and Years of English-as-a-Foreign-Language Exposure with English-Reading Ability: A Cross-Age Study. Reading Psychology 36:2  pp. 173 ff. DOI logo
GARCÍA MAYO, MARÍA DEL PILAR & JORGE GONZÁLEZ ALONSO
2015. L3 acquisition: A focus on cognitive approaches. Bilingualism: Language and Cognition 18:2  pp. 127 ff. DOI logo
Germain, Claude, Minyi Liang & Inès Ricordel
2015. Évaluation de l'approche neurolinguistique (ANL) auprès d'apprenants chinois de français en première et en deuxième année d'université. Recherches en didactique des langues et des cultures 12:1 DOI logo
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2015. Creating quarter for doing things with language. European Journal of Applied Linguistics 3:1  pp. 21 ff. DOI logo
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LIM, HYOJUNG & ALINE GODFROID
2015. Automatization in second language sentence processing: A partial, conceptual replication of Hulstijn, Van Gelderen, and Schoonen's 2009 study. Applied Psycholinguistics 36:5  pp. 1247 ff. DOI logo
Morgan-Short, Kara, ZhiZhou Deng, Katherine A. Brill-Schuetz, Mandy Faretta-Stutenberg, Patrick C. M. Wong & Francis C. K. Wong
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2015. When L1 becomes an L3: Do heritage speakers make better L3 learners?. Bilingualism: Language and Cognition 18:2  pp. 163 ff. DOI logo
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2015. THE ROLE OF AGE OF ACQUISITION IN LATE SECOND LANGUAGE ORAL PROFICIENCY ATTAINMENT. Studies in Second Language Acquisition 37:4  pp. 713 ff. DOI logo
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2015. Validating an Elicited Imitation Task as a Measure of Implicit Knowledge: Comparisons With Other Validation Studies. Language Learning 65:3  pp. 723 ff. DOI logo
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2015. Comparing Elicited Imitation and Word Monitoring as Measures of Implicit Knowledge. Language Learning 65:4  pp. 860 ff. DOI logo
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2017. The Interface of Explicit and Implicit Knowledge in a Second Language: Insights From Individual Differences in Cognitive Aptitudes. Language Learning 67:4  pp. 747 ff. DOI logo
Trofimovich, Pavel, Sara Kennedy & Jennifer Ann Foote
2015. Variables Affecting L2 Pronunciation Development. In The Handbook of English Pronunciation,  pp. 353 ff. DOI logo
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2015. Review of the Literature. In Long-term effects of Learning English,  pp. 11 ff. DOI logo
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Zhang, Xian & James P. Lantolf
2015. Natural or Artificial: Is the Route of L2 Development Teachable?. Language Learning 65:1  pp. 152 ff. DOI logo
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2015. How Alert should I be to Learn a Language? The Noticing Hypothesis and its Implications for Language Teaching. Procedia - Social and Behavioral Sciences 199  pp. 261 ff. DOI logo
Dahm, Rebecca
2014. Les approches plurielles : vecteurs du développement de la compétence métalinguistique des collégiens. Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT Vol. XXXIII N° 2  pp. 72 ff. DOI logo
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2015. Translating with an Injured Brain: Neurolinguistic Aspects of Translation as Revealed by Bilinguals with Cerebral Lesions. Meta 60:1  pp. 112 ff. DOI logo
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2014. Re‐engaging the interface debate: strong, weak, none, or all?. International Journal of Applied Linguistics 24:3  pp. 370 ff. DOI logo
Lindqvist, Christina & Ylva Falk
2014. When Germans begin to learn Swedish. EUROSLA Yearbook 14  pp. 225 ff. DOI logo
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2014. Age of acquisition interactions in bilingual lexical access: A study of the weaker language of L2 learners and heritage speakers. International Journal of Bilingualism 18:3  pp. 274 ff. DOI logo
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2014. Declarative and procedural memory as individual differences in second language acquisition. Bilingualism: Language and Cognition 17:1  pp. 56 ff. DOI logo
Rost, Michael
2014. Listening in a Multilingual World: The Challenges of Second Language (L2) Listening. International Journal of Listening 28:3  pp. 131 ff. DOI logo
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Service, Elisabet, Hely Yli‐Kaitala, Sini Maury & Jeong‐Young Kim
2014. Adults’ and 8‐Year‐Olds’ Learning in a Foreign Word Repetition Task: Similar and Different. Language Learning 64:2  pp. 215 ff. DOI logo
Tavakol, Mahboobeh & Aliakbar Jabbari
2014. Cross-linguistic influence in third Language (L3) and fourth Language (L4) acquisition of the syntactic licensing of subject pronouns and object verb property: A case study. International Journal of Research Studies in Language Learning 3:7 DOI logo
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2014. Dynamic assessment of elicited imitation: A case analysis of an advanced L2 English speaker. Language Testing 31:4  pp. 395 ff. DOI logo
Buchweitz, Augusto & Chantel Prat
2013. The bilingual brain: Flexibility and control in the human cortex. Physics of Life Reviews 10:4  pp. 428 ff. DOI logo
COUGHLIN, CAITLIN E. & ANNIE TREMBLAY
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COUGHLIN, CAITLIN E. & ANNIE TREMBLAY
2015. Morphological decomposition in native and non-native French speakers. Bilingualism: Language and Cognition 18:3  pp. 524 ff. DOI logo
DeKeyser, Robert M.
2013. Age Effects in Second Language Learning: Stepping Stones Toward Better Understanding. Language Learning 63:s1  pp. 52 ff. DOI logo
ERÇETİN, GÜLCAN & CEM ALPTEKİN
2013. The explicit/implicit knowledge distinction and working memory: Implications for second-language reading comprehension. Applied Psycholinguistics 34:4  pp. 727 ff. DOI logo
Gahrouei, Vahid Mahmoudi
2013. Effect of Explicit Instruction on Comprehension of English Present Perfect by Persian EFL Learners. Procedia - Social and Behavioral Sciences 70  pp. 1472 ff. DOI logo
Granena, Gisela
2013. Individual Differences in Sequence Learning Ability and Second Language Acquisition in Early Childhood and Adulthood. Language Learning 63:4  pp. 665 ff. DOI logo
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2014. Language Aptitude and Long-term Achievement in Early Childhood L2 Learners. Applied Linguistics 35:4  pp. 483 ff. DOI logo
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Ibrahim, Raphiq, Asaid Khateb & Haitham Taha
2013. How Does Type of Orthography Affect Reading in Arabic and Hebrew as First and Second Languages?. Open Journal of Modern Linguistics 03:01  pp. 40 ff. DOI logo
Jaensch, Carol
2013.  Third language acquisition. Linguistic Approaches to Bilingualism 3:1  pp. 73 ff. DOI logo
Michońska-Stadnik, Anna
2013. Awareness of Derivational Morphology and its Influence on Vocabulary Retention. In Investigations in Teaching and Learning Languages [Second Language Learning and Teaching, ],  pp. 97 ff. DOI logo
Michońska-Stadnik, Anna
2022. Selected aspects of language-related identity in advanced students of English as a foreign language. In Wissenschaften und ihr Dialog,  pp. 315 ff. DOI logo
MONNER, DEREK, KAREN VATZ, GIOVANNA MORINI, SO-ONE HWANG & ROBERT DeKEYSER
2013. A neural network model of the effects of entrenchment and memory development on grammatical gender learning. Bilingualism: Language and Cognition 16:2  pp. 246 ff. DOI logo
PARADIS, MICHEL
2013. Late-L2 increased reliance on L1 neurocognitive substrates: A comment on Babcock, Stowe, Maloof, Brovetto & Ullman (2012). Bilingualism: Language and Cognition 16:3  pp. 704 ff. DOI logo
Sagarra, Nuria & Julia Herschensohn
2013. Processing of gender and number agreement in late Spanish bilinguals. International Journal of Bilingualism 17:5  pp. 607 ff. DOI logo
SAITO, KAZUYA & FRANÇOIS-XAVIER BRAJOT
2013. Scrutinizing the role of length of residence and age of acquisition in the interlanguage pronunciation development of English /ɹ/ by late Japanese bilinguals. Bilingualism: Language and Cognition 16:4  pp. 847 ff. DOI logo
Schmid, Monika S.
2013. First language attrition. WIREs Cognitive Science 4:2  pp. 117 ff. DOI logo
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2016. Introduction. In Designing Research on Bilingual Development [SpringerBriefs in Linguistics, ],  pp. 1 ff. DOI logo
TOTH, PAUL D. & PEDRO GUIJARRO-FUENTES
2013. The impact of instruction on second-language implicit knowledge: Evidence against encapsulation. Applied Psycholinguistics 34:6  pp. 1163 ff. DOI logo
Toth, Paul D., Elvis Wagner & Kara Moranski
2013. ‘Co-constructing’ Explicit L2 Knowledge with High School Spanish Learners through Guided Induction. Applied Linguistics 34:3  pp. 279 ff. DOI logo
Abrahamsson, Niclas
2012. AGE OF ONSET AND NATIVELIKE L2 ULTIMATE ATTAINMENT OF MORPHOSYNTACTIC AND PHONETIC INTUITION. Studies in Second Language Acquisition 34:2  pp. 187 ff. DOI logo
Abutalebi, Jubin & Meiyun Chang‐Smith
2012. Second Language Representation in the Brain. In The Encyclopedia of Applied Linguistics, DOI logo
BABCOCK, LAURA, JOHN C. STOWE, CHRISTOPHER J. MALOOF, CLAUDIA BROVETTO & MICHAEL T. ULLMAN
2012. The storage and composition of inflected forms in adult-learned second language: A study of the influence of length of residence, age of arrival, sex, and other factors. Bilingualism: Language and Cognition 15:4  pp. 820 ff. DOI logo
Bartning, Inge, Fanny Forsberg Lundell & Victorine Hancock
2012. ON THE ROLE OF LINGUISTIC CONTEXTUAL FACTORS FOR MORPHOSYNTACTIC STABILIZATION IN HIGH-LEVEL L2 FRENCH. Studies in Second Language Acquisition 34:2  pp. 243 ff. DOI logo
DeKeyser, Robert
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2012. Interactions Between Individual Differences, Treatments, and Structures in SLA. Language Learning 62:s2  pp. 189 ff. DOI logo
Dekeyser, Robert & Raquel Criado
2012. Automatization, Skill Acquisition, and Practice in Second Language Acquisition. In The Encyclopedia of Applied Linguistics, DOI logo
Dąbrowska, Ewa
2012.  Explaining individual differences in linguistic proficiency . Linguistic Approaches to Bilingualism 2:3  pp. 324 ff. DOI logo
House, Juliane
2012. (Im)politeness in cross-cultural encounters. Language and Intercultural Communication 12:4  pp. 284 ff. DOI logo
House, Juliane
2013. Towards a new linguistic-cognitive orientation in translation studies. Target. International Journal of Translation Studies 25:1  pp. 46 ff. DOI logo
House, Juliane
2015. Towards a new linguistic-cognitive orientation in translation studies. In Interdisciplinarity in Translation and Interpreting Process Research [Benjamins Current Topics, 72],  pp. 49 ff. DOI logo
House, Juliane
2019. Suggestions for a New Interdisciplinary Linguo-cognitive Theory in Translation Studies. In Researching Cognitive Processes of Translation [New Frontiers in Translation Studies, ],  pp. 3 ff. DOI logo
Hyltenstam, Kenneth
2012. Critical Period. In The Encyclopedia of Applied Linguistics, DOI logo
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Hyltenstam, Kenneth & Niclas Abrahamsson
2012. INTRODUCTION. Studies in Second Language Acquisition 34:2  pp. 177 ff. DOI logo
Netten, Joan & Claude Germain
2012. A new paradigm for the learning of a second or foreign language: the neurolinguistic approach. Neuroeducation 1:1  pp. 85 ff. DOI logo
Samar, Reza Ghafar & Mohsen Akbari
2012. A language teacher in the haze of bilingual aphasia: A Kurdish-Persian case. Procedia - Social and Behavioral Sciences 32  pp. 252 ff. DOI logo
Sato, Masatoshi & Susan Ballinger
2012. Raising language awareness in peer interaction: a cross-context, cross-methodology examination. Language Awareness 21:1-2  pp. 157 ff. DOI logo
Sato, Masatoshi & Susan Ballinger
2016. Understanding peer interaction. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45],  pp. 1 ff. DOI logo
Sato, Masatoshi & Roy Lyster
2012. PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT. Studies in Second Language Acquisition 34:4  pp. 591 ff. DOI logo
Trofimovich, Pavel, Sandra Martin-Chang & Kyle Levesque
2012. Age effects in L2 learning:. In Memory, Language, and Bilingualism,  pp. 161 ff. DOI logo
Tymoczko, Maria
2012. The neuroscience of translation. Target. International Journal of Translation Studies 24:1  pp. 83 ff. DOI logo
Wray, Alison
2012. What Do We (Think We) Know About Formulaic Language? An Evaluation of the Current State of Play. Annual Review of Applied Linguistics 32  pp. 231 ff. DOI logo
Alptekin, Cem
2011. Beyond ENL norms in ELF use. Australian Review of Applied Linguistics 34:2  pp. 148 ff. DOI logo
Dronjic, Vedran
2011. Mandarin Chinese compounds, their representation, and processing in the visual modality. Writing Systems Research 3:1  pp. 5 ff. DOI logo
FOOTE, REBECCA
2011. Integrated knowledge of agreement in early and late English–Spanish bilinguals. Applied Psycholinguistics 32:1  pp. 187 ff. DOI logo
Green, David W., Louise Ruffle, Alice Grogan, Nilufa Ali, Sue Ramsden, Tom Schofield, Alex P. Leff, Jenny Crinion & Cathy J. Price
2011. Parallel recovery in a trilingual speaker: the use of the Bilingual Aphasia Test as a diagnostic complement to the Comprehensive Aphasia Test. Clinical Linguistics & Phonetics 25:6-7  pp. 499 ff. DOI logo
Gómez-Ruiz, Isabel & Ángel Aguilar-Alonso
2011. Capacity of the Catalan and Spanish versions of the Bilingual Aphasia Test to distinguish between healthy aging, mild cognitive impairment and Alzheimer's disease. Clinical Linguistics & Phonetics 25:6-7  pp. 444 ff. DOI logo
Scheffler, Paweł
2011. Rule difficulty: teachers’ intuitions and learners’ performance. Language Awareness 20:3  pp. 221 ff. DOI logo
Scheffler, Paweł
2011. Grammar and meaning in early adult foreign language instruction. International Journal of Applied Linguistics 21:2  pp. 183 ff. DOI logo
Serrano, Raquel
2011. The Time Factor in EFL Classroom Practice. Language Learning 61:1  pp. 117 ff. DOI logo
Shaw, Philip
2011. Conditions for success in lingua franca interaction. ASp :60  pp. 65 ff. DOI logo
Sowa, John F.
2011. Cognitive Architectures for Conceptual Structures. In Conceptual Structures for Discovering Knowledge [Lecture Notes in Computer Science, 6828],  pp. 35 ff. DOI logo
Bowden, Harriet Wood, Matthew P. Gelfand, Cristina Sanz & Michael T. Ullman
2010. Verbal Inflectional Morphology in L1 and L2 Spanish: A Frequency Effects Study Examining Storage Versus Composition. Language Learning 60:1  pp. 44 ff. DOI logo
Gullberg, Marianne, Leah Roberts, Christine Dimroth, Kim Veroude & Peter Indefrey
2010. Adult Language Learning After Minimal Exposure to an Unknown Natural Language. Language Learning 60:s2  pp. 5 ff. DOI logo
Montrul, Silvina
2010. Current Issues in Heritage Language Acquisition. Annual Review of Applied Linguistics 30  pp. 3 ff. DOI logo
Montrul, Silvina
2011. MORPHOLOGICAL ERRORS IN SPANISH SECOND LANGUAGE LEARNERS AND HERITAGE SPEAKERS. Studies in Second Language Acquisition 33:2  pp. 163 ff. DOI logo
Bialystok, Ellen, Fergus I.M. Craik, David W. Green & Tamar H. Gollan
2009. Bilingual Minds. Psychological Science in the Public Interest 10:3  pp. 89 ff. DOI logo
[no author supplied]
2009. INDEX OF BOOKS RECEIVED 2009. Journal of Child Language 36:5  pp. 1173 ff. DOI logo
[no author supplied]
2009. Publications Received. Language Teaching 42:4  pp. 548 ff. DOI logo
[no author supplied]
2011. Book and Software Reviews / Critiques de livres et de logiciels. The Canadian Modern Language Review 67:1  pp. 149 ff. DOI logo
[no author supplied]
2016. A Transdisciplinary Framework for SLA in a Multilingual World. The Modern Language Journal 100:S1  pp. 19 ff. DOI logo
[no author supplied]
2018. REFERENCES. Monographs of the Society for Research in Child Development 83:1  pp. 91 ff. DOI logo
[no author supplied]
2021. Second Language Learning. In Life as a Bilingual,  pp. 161 ff. DOI logo

This list is based on CrossRef data as of 23 september 2024. 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.

Subjects

Main BIC Subject

CFDM: Bilingualism & multilingualism

Main BISAC Subject

LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2008046405 | Marc record