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Filtering by: Language being learned Dutch

Computational modeling provides insights to linguistic theories of bilingual and multilingual learning

Publication	Chuang, Y.-Y., Bell, M.J., Banke, I., & Baayen, H.R. (2021)
Area of research	Learning Bilingualism Research methods Other Computational modelling Multilingualism Vocabulary Cross-linguistic influence
Participant type	Other Computational model

Interdependence in listening comprehension skills across first and second languages in bilingual children

Publication	Sierens, S., Van Gorp, K., Slembrouck, S., & Van Avermaet, P. (2021)
Area of research	Multilingualism Comprehension Bilingualism Cross-linguistic influence Listening Community or heritage (home) languages Discourse
Participant type	Heritage speakers Bilinguals
Age	Young learners

Taking your turn in dialogues: Speaking too soon or too late can change how fluency is perceived

Publication	Van Os, M., De Jong, N.H., & Bosker, H.R. (2020)
Area of research	Production Conversation Interaction Discourse Listening Native / Non-native Speaking Comprehension Fluency
Participant type	Foreign language learners Native speakers
Age	Adult learners

Foreign-accented speakers are perceived negatively because they are strangers and because they can be hard to understand

Publication	Foucart, A., Costa, A., Morís-Fernández, L., & Hartsuiker, R. (2020)
Area of research	Linguistic identity Cultural identity Processing Multilingualism Other Neuroscience Identity Comprehension Native / Non-native Pronunciation
Participant type	Foreign language learners Native speakers Second (additional) language learners
	https://www.iris-database.org

How the errors we make help us learn a second language

Publication	Bultena, S., Danielmeier, C., Bekkering, H., & Lemhöfer, K. (2020)
Area of research	Learning Cross-linguistic influence Error correction / Corrective feedback Other Neuroscience Production Processing
Participant type	Second (additional) language learners Foreign language learners
Age	Adult learners

Do language learners use their first language’s rules to interpret ambiguity in learned languages?

Publication	Roberts, L, Gullberg, M, & Indefrey, P. (2008)
Area of research	Processing Sentence processing Grammar Cross-linguistic influence
Participant type	Second (additional) language learners Native speakers
Age	Adult learners
	https://www.iris-database.org/iris/app/home/detail?id=york%3a928331&ref=search

The effectiveness of comprehensive corrective feedback in improving L2 written accuracy

Publication	Van Beuningen, C.G., De Jong, N.H., & Kuiken, F. (2012)
Area of research	Grammar Error correction / Corrective feedback Vocabulary Writing
Participant type	Second (additional) language learners
Age	Adolescent learners

Bilingual children with better attention know more words

Publication	Blom, E. (2019)
Area of research	Aptitude Learning Vocabulary Other Attention Bilingualism Multilingualism Community or heritage (home) languages
Participant type	Heritage speakers
Age	Young learners

The relationship between L1/L2 vocabulary ‘size/breadth’ and ‘depth’, and word frequency

Publication	Vermeer, A. (2001)
Area of research	Production Vocabulary Comprehension
Participant type	Second (additional) language learners First language learners
	https://www.iris-database.org/iris/app/home/detail?id=york%3a851711&ref=search

The influence of frequency and function on the learning of grammatical constructions

Publication	Ellis, N., & Ferreira-Junior, F. (2009)
Area of research	Acquisition Grammar
Participant type	Second (additional) language learners
Age	Adult learners