Measuring the impact of cross-cultural differences on learners' comprehension of imageable idioms

By F. Boers, Murielle Demecheleer. 2001

141 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/16d1c015583a021284cb7e9dc438e03f98480a6a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. F. Boers
2. A. Feng
3. M. Byram
4. N. Schmitt
5. Sachi Yasuda
6. June Eyckmans
7. H. Stengers

In Experimental and Cognitive Psychology

1. F. Boers
2. M. Byram
3. N. Schmitt
4. Sachi Yasuda

In Language and Linguistics

1. F. Boers
2. A. Feng
3. M. Byram
4. N. Schmitt
5. Sachi Yasuda
6. H. Stengers
7. June Eyckmans

Citations in the corpus

• REMEMBERING FIGURATIVE IDIOMS BY HYPOTHESIZING ABOUT THEIR ORIGIN (2001, background): “Secondly, cross-cultural differences may be an obstacle to fruitful hypothesising (see, for example, Boers and Demecheleer 2001), especially when idioms are grounded in culture-specific knowledge.”
• Culture and language learning: teaching, research and scholarship (2004, background): “There is a particularly well-mined seam of research on vocabulary differences between, for example, English and Chinese (Cortazzi & Shen, 2001) or English and German (Olk, 2002) or French and English (Boers & Demecheleer, 2001).”