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dc.contributor.authorBisson, M. J.
dc.contributor.authorBaker-Kukona, Anuenue
dc.contributor.authorLengeris, Angelos
dc.date.accessioned2020-11-03T10:22:09Z
dc.date.available2020-11-03T10:22:09Z
dc.date.issued2020
dc.identifier.citationBisson, M.-J., Baker-Kukona, A. & Lengeris, A. (2020) An Ear And Eye For Language: Mechanisms Underlying Second Language Word Learning. Bilingualism, Language and Cognition,en
dc.identifier.issn1366-7289
dc.identifier.urihttps://dora.dmu.ac.uk/handle/2086/20355
dc.descriptionThe file attached to this record is the author's final peer reviewed version.en
dc.description.abstractTo become fluent in a second language, learners need to acquire a large vocabulary. However, the cognitive and affective mechanisms that support word learning, particularly among second language learners, are only beginning to be understood. Prior research has focused on intentional learning and small artificial lexicons. In the current study investigating the sources of individual variability in word learning and their underlying mechanisms, participants intentionally and incidentally learned a large vocabulary of Welsh words (i.e., emulating word learning in the wild) and completed a large battery of cognitive and affective measures. The results showed that for both learning conditions, native language knowledge, auditory/phonological abilities and orthographic sensitivity all made unique contributions to word learning. Importantly, short-term/working memory played a significantly larger role in intentional learning. We discuss these results in the context of the mechanisms that support both native and non-native language learning.en
dc.language.isoenen
dc.publisherCambridge University Pressen
dc.subjectWord Learningen
dc.subjectSecond Language Learningen
dc.subjectForeign Language Learningen
dc.subjectIndividual Differencesen
dc.subjectIncidental Learningen
dc.subjectExperimentalen
dc.titleAn Ear And Eye For Language: Mechanisms Underlying Second Language Word Learningen
dc.typeArticleen
dc.identifier.doihttps://doi.org/10.1017/s1366728920000723
dc.peerreviewedYesen
dc.funderOther external funder (please detail below)en
dc.cclicenceCC-BY-NCen
dc.date.acceptance2020-10-14
dc.researchinstituteInstitute for Psychological Scienceen
dc.funder.otherExperimental Psychology Societyen


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