A Dynamic Model of Multilingualism: Perspectives of Change in Psycholinguistics. Multilingual Matters 121.

By P. Herdina, Ulrike Jessner. 2002

550 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/5ca75f1195634844e356c876f4bc0c70aa8aa363

How researchers see this paper

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

In Language and Linguistics

1. Jean–Marc Dewaele
2. Junkyu Lee
3. Amy S. Thompson
4. J. Cenoz
5. Åsta Haukås
6. C. Kemp
7. Carol Jaensch
8. G. Hall

In Literature and Literary Theory

1. Jean–Marc Dewaele
2. Junkyu Lee
3. Amy S. Thompson
4. J. Cenoz
5. Åsta Haukås
6. C. Kemp
7. G. Hall
8. Guy Cook

Citations in the corpus

• Anxiety and EFL: does multilingualism matter? (2013, background): “For example, there are several studies (Bialystok 2006; Evitar and Ibrahim 2000; Herdina and Jessner 2002; Jessner 2005; Le Pichon Vorstman et al. 2009) that illustrate that learning additional languages increases metalinguistic awareness (the explicit knowledge of linguistic systems).”
• What is special about L3 processing?* (2013, background): “The core of a DST approach is that multilingualism is not a state but a process (de Bot, 2008, 2012b; Herdina & Jessner, 2002; Larsen-Freeman & Cameron, 2008; Verspoor, Lowie & de Bot, 2012).”
• The additive effect of bilingualism on third language acquisition: A review (2003, background): “Third language learners can be expected to develop different new skills as compared to second language learners (Herdina & Jessner, 2002).”
• Strategic Processing in Grammar Learning: Do Multilinguals Use More Strategies? (2007, background): “The fourth problem is that, from a theoretical point of view, many have argued that research into multilinguals should be carried out by investigating the multilingual as a holistic individual rather than by investigating each language separately (Herdina & Jessner, 2002; Lasagabaster, 2005).”
• Investigating the Psychological and Emotional Dimensions in Instructed Language Learning: Obstacles and Possibilities (2005, background): “…is dynamic and nonlinear (Larsen-Freeman & Long, 1991) has been better understood and substantiated in more recent research such as that by Herdina and Jessner (2002) and innovative theories such as van Lier (1996) and Larsen- Freeman’s (1997) application of chaos theory to the language…”
• Teachers’ beliefs about multilingualism and a multilingual pedagogical approach (2016, background): “First, languages are not stored separately in the brain; they are connected in multiple ways and influence one another in a dynamic system (Bialystok, 2001; Cook, 1992; Herdina & Jessner, 2002).”
• The influence of bilingualism on third language acquisition: Focus on multilingualism (2011, background): “It is a holistic approach based on a range of theoretical proposals (for example Grosjean 1992, 2008; Cook 2003, 2007) that looks at the whole linguistic repertoire and the interaction between languages (Herdina & Jessner 2002; Li Wei forthcoming).”
• Own-language use in language teaching and learning (2012, background): “…and behavioural research by Bialystok et al. (2005) and Bialystok & Feng (2009) has found significant differences in the ways monolingual and bilingual language users perform linguistic tasks (see also Grosjean 1989, Belz 2002 and Herdina & Jessner 2002 for discussions related to multicompetence).”
• Language attrition and theories of forgetting: A cross-disciplinary review (2004, background): “It is dynamic in nature and subject to change, that is, both to the acquisition of (novel) language structures and the attrition / loss of (obsolete) structures (Herdina & Jessner, 2002; Hyltenstam & Viberg, 1993).”