The roles of study-abroad experience and working-memory capacity in the types of errors made during translation

By Natasha Tokowicz, Erica B. Michael, Judith F. Kroll. Bilingualism: Language and Cognition, 2004

139 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Cognitive Neuroscience, General Health Professions

View Paper: https://www.semanticscholar.org/paper/9b49adb414b95325103f573728be51fac5800283

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Citations in the corpus

The construct of language proficiency in the study of bilingualism from a cognitive perspective* (2012, background): “The exception to this observation is the study of Tokowicz, Michael and Kroll (2004).”
Aspects of working memory in L2 learning (2011, background): “Tokowicz et al. (2004) found that learners who studied abroad were more likely to use approximate translations; in addition, only those with higher WM were really able to do so well because this area of strategic competence requires multiple items to be maintained in memory simultaneously.”
The many faces of study abroad: an update on the research on L2 gains emerged during a study abroad experience (2011, methodology): “Since previous research shows that the participants’ cognitive skills may play an important role in that participants with a larger WM and/or phonological short-term memory may benefit more from SA (O’Brien et al., 2007; Segalowitz & Freed, 2004; Sunderman & Kroll, 2009; Tokowicz et al., 2004), it i”
CORRECTIVE FEEDBACK AND WORKING MEMORY CAPACITY IN INTERACTION-DRIVEN L2 LEARNING (2012, background): “…as four major skills (e.g., Kormos & Sáfár, 2008 ), fi rst language (L1)-L2 translation strategies of learners with study-abroad experiences (e.g., Tokowicz et al., 2004 ), the noticing of corrective feedback (e.g., Mackey et al., 2002 ; Trofi movich et al., 2007 ), and modifi ed output…”
Number of meanings and concreteness: Consequences of ambiguity within and across languages (2007, background): “At the end of the translation task, participants completed a language history questionnaire (Tokowicz, Michael, & Kroll, 2004 ) in which each participant rated his or her proficiency in first and second language reading, writing, conversation, and speech comprehension on a scale from 1–10, and indi”
The interplay of individual differences and context of learning in behavioral and neurocognitive second language development (2018, background): “Indeed, previous research has found evidence of more meaning-based communicative strategies for learners with study-abroad experience (Tokowicz et al., 2004).”