The additive effect of bilingualism on third language acquisition: A review

By J. Cenoz. 2003

478 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/cdecded3d7623106f983458101da55aecb64cd0a

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In Developmental and Educational Psychology

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Citations in the corpus

Metalinguistic awareness mediates effects of full biliteracy on third-language reading proficiency in Turkish–German bilinguals (2012, background): “Similar claims can be made, for example, for command of reading strategies (e.g., Cenoz, 2003).”
Lexical Access in Bilingual Speech Production: Evidence from Language Switching in Highly Proficient Bilinguals and L2 Learners. (2004, background): “switching cost (e.g., switching to L1 being harder than switching to L2), the latter did not, even when the difference in proficiency levels between the two languages tested in the experiment was large. Furthermore, highly proficient bilinguals were faster when naming the pictures in their less domi”
A Systematic Review and Meta-Analysis of the Cognitive Correlates of Bilingualism (2010, methodology): “A manual search of the reference lists of earlier reviews of the literature on bilingualism (e.g., Bialystok, 2002; Cenoz, 2003) was subsequently conducted.”
The Role of Learning Strategies in Second Language Acquisition (2005, background): “Further, given the evidence that bilinguals learning a third language perform better than monolinguals acquiring L2 (Cenoz, 2003), we suggest that bilinguals may adopt different strategies in word learning as compared to mono-linguals.”
Strategic Processing in Grammar Learning: Do Multilinguals Use More Strategies? (2007, background): “Bilinguals have been found to be better than monolinguals at learning another language (see Cenoz, 2003 for a review), and multilinguals have been found to be better than bilinguals at recognising grammatical stimuli in artificial grammars (Nation & McLaughlin 1986; Nayak et al., 1990) and better…”
The influence of bilingualism on third language acquisition: Focus on multilingualism (2011, background): “They also found that more balanced bilinguals (those with similar competence in their two languages) made fewer errors than less balanced bilinguals (see Cenoz 2003 for a review).”
What variables condition syntactic transfer? A look at the L3 initial state (2010, background): “…a considerable amount of research from several cognitive/psycholinguistic perspectives for well over two decades (for review, see Cenoz et al. 2001; Cenoz, 2003), prior to the turn of the millennium there was a noticeable paucity of generativebased L3/Ln research (for an earlier example, see…”
Crosslinguistic influence in the acquisition of a third language: The Linguistic Proximity Model (2017, background): “While many of these studies have been concerned with the acquisition of the lexicon (e.g. Cenoz, 2003), Leung (1998, 2003) extends this idea to the domain of morphosyntax, proposing what is referred to as the ITH (a term coined by Jin, 2009).”
The bilingual advantage in phonetic learning* (2014, background): “These cognitive advantages are thought to drive the additive effect of bilingualism on L3 acquisition (for a review see Cenoz, 2003).”
Teachers’ beliefs about multilingualism and a multilingual pedagogical approach (2016, background): “…shown, for example, that multilinguals demonstrate superior metalinguistic and metacognitive abilities, such as the ability to draw comparisons between different languages and to reflect on and employ appropriate learning strategies (for reviews, see Cenoz, 2003; De Angelis, 2007; Jessner, 2008).”
L3 syntactic transfer selectivity and typological determinacy: The typological primacy model (2011, background): “Research has shown that at the level of the mental lexicon the L2 plays a key, perhaps dominant, role in L3 transfer (see Hammarberg, 2001; Cenoz, 2003; De Bot, 2004); however, few studies have attempted to model the so-called ‘L2 status factor’ at the level of L3 underlying morphosyntax.”
The Cumulative-Enhancement Model for Language Acquisition: Comparing Adults' and Children's Patterns of Development in First, Second and Third Language Acquisition of Relative Clauses (2004, background): “We know that other multilingual individuals anecdotally report that language learning ‘gets easier’ the more languages an individual acquires (see Cenoz, 2003 and references therein).”