Zobrazeno 1 - 10
of 74
pro vyhledávání: '"Séverine Casalis"'
Publikováno v:
Mosaïque, Iss 16 (2022)
Les études sur l'apprentissage d'une langue seconde (L2) ne tiennent souvent compte que d'une seule modalité au cours des tâches expérimentales. Or, l’apprentissage d’une L2 a majoritairement lieu en contexte scolaire (bilinguisme tardif), pr
Externí odkaz:
https://doaj.org/article/911f1b8d546b42bc8e854444d2620b45
Autor:
Montserrat Comesaña, Pauline Bertin, Helena Oliveira, Ana Paula Soares, Juan Andrés Hernández-Cabrera, Séverine Casalis
Publikováno v:
PLoS ONE, Vol 13, Iss 3, p e0193480 (2018)
Recent studies have suggested that proficient bilinguals show morphological decomposition in the L2, but the question remains as to whether this process is modulated by the cognateness of the morphemic constituents of L2 words and by L2 proficiency.
Externí odkaz:
https://doaj.org/article/dd7e72cb7db34d58bf2ffea8fb9be56f
Publikováno v:
Journal of Portuguese Linguistics, Vol 10, Iss 1 (2011)
The links between oral morphological awareness and the use of derivational morphology are examined in the English word recognition of 8-year-old good and poor readers. Morphological awareness was assessed by a sentence completion task. The role of mo
Externí odkaz:
https://doaj.org/article/7c22cf894aca47a1b301cd9d0e0684ea
Publikováno v:
Bilingualism: Language and Cognition. 26:138-151
Morphological awareness contributes to vocabulary acquisition and reading in bilingual children who learned English after their native language. In line with these considerations, we further investigated L2 processing in late adult bilinguals where q
Publikováno v:
Bilingualism: Language and Cognition
Bilingualism: Language and Cognition, Cambridge University Press (CUP), 2021, pp.1-14. ⟨10.1017/S1366728921000687⟩
Bilingualism: Language and Cognition, 2021, pp.1-14. ⟨10.1017/S1366728921000687⟩
Bilingualism: Language and Cognition, Cambridge University Press (CUP), 2021, pp.1-14. ⟨10.1017/S1366728921000687⟩
Bilingualism: Language and Cognition, 2021, pp.1-14. ⟨10.1017/S1366728921000687⟩
The present study explored whether emergent bilingual children showed enhanced abilities to learn L3 vocabulary including written, spoken and conceptual forms compared to monolinguals, and the impact of L2/L3 cross-language similarities on such an ef
Publikováno v:
CIÊNCIAVITAE
Aims/Objectives: According to Multilink, words from the first (L1) and (L2) second languages share a common store and their access is non-selective. Thus, the presentation of a target word activates in parallel lexical candidates from both languages
Publikováno v:
Bilingualism: Language and Cognition
Bilingualism: Language and Cognition, 2021, Bilingualism: Language and Cognition, 25 (1), pp.121-136. ⟨10.1017/s1366728921000511⟩
Bilingualism: Language and Cognition, 2021, Bilingualism: Language and Cognition, 25 (1), pp.121-136. ⟨10.1017/s1366728921000511⟩
Research in second language (L2) learning often considers one modality only during task completion. It is unclear if L2 performance is as accurate whatever the modality. L2 learning at school is characterized by a predominance of written materials. O
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b371f18c3112b33e9e79f500a345eeac
https://hal.univ-lille.fr/hal-03585271/document
https://hal.univ-lille.fr/hal-03585271/document
Publikováno v:
British Journal of Developmental Psychology
British Journal of Developmental Psychology, 2021, British Journal of Developmental Psychology, 39 (3), pp.407-423. ⟨10.1111/bjdp.12375⟩
British Journal of Developmental Psychology, 2021, British Journal of Developmental Psychology, 39 (3), pp.407-423. ⟨10.1111/bjdp.12375⟩
International audience; This experiment was designed to investigate conceptual links directly through a word–picture matching task in children. Participants were asked to indicate between two pictures the one depicting the same concept as the newly
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7bf29d44aa7500a3576be0498b91f45c
http://hdl.handle.net/20.500.12210/60194
http://hdl.handle.net/20.500.12210/60194
Publikováno v:
Scientific Studies of Reading
Scientific Studies of Reading, Taylor & Francis (Routledge), In press, pp.1-14. ⟨10.1080/10888438.2019.1571064⟩
Scientific Studies of Reading, In press, pp.1-14. ⟨10.1080/10888438.2019.1571064⟩
Scientific Studies of Reading, Taylor & Francis (Routledge), In press, pp.1-14. ⟨10.1080/10888438.2019.1571064⟩
Scientific Studies of Reading, In press, pp.1-14. ⟨10.1080/10888438.2019.1571064⟩
International audience; In their paper, Kolinski and Morais argue that learning to read shapes cognition, modifying, for example the way we process oral language and we reason. From the learning to read point of view, this perspective has led to a re
Publikováno v:
Acta Psychologica
Acta Psychologica, 2021, 212, pp.103220. ⟨10.1016/j.actpsy.2020.103220⟩
Acta Psychologica, Vol 212, Iss, Pp 103220-(2021)
Acta Psychologica, Elsevier, 2021, 212, pp.103220. ⟨10.1016/j.actpsy.2020.103220⟩
Acta Psychologica, 2021, 212, pp.103220. ⟨10.1016/j.actpsy.2020.103220⟩
Acta Psychologica, Vol 212, Iss, Pp 103220-(2021)
Acta Psychologica, Elsevier, 2021, 212, pp.103220. ⟨10.1016/j.actpsy.2020.103220⟩
The aim of the study was to investigate both L2 word integration and the effect of learning method on it. For this purpose, an L2 word-learning paradigm was designed with two learning methods: L2 words were paired with videos in the first one and the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::58921a661d62b9c2d8f893360a6507ca
http://hdl.handle.net/20.500.12210/37087
http://hdl.handle.net/20.500.12210/37087