The relationship between cognitive-linguistic task difficulty and L1-L2 interaction for academic listening comprehension in Turkish-Dutch emergent bilinguals
- Author
- Sven Sierens (UGent) , Koen Van Gorp, Stef Slembrouck (UGent) and Piet Van Avermaet (UGent)
- Organization
- Project
- Abstract
- This study investigated the relationship between the level of cognitive-linguistic difficulty of task input and the size of the cross-linguistic relationship for academic listening comprehension in emergent bilinguals. It was theoretically motivated by task-dependent cross-linguistic interaction frameworks. We hypothesized that task item sets that involve a higher level of cognitive-linguistic difficulty, drawing on a number of sources of item difficulty, would show a smaller strength of interaction than sets involving a lower level. Using a task-based assessment instrument, listening comprehension was measured in 75 Turkish–Dutch bilingual children at first-grade entry (Mage = 6;7). Partial L1-L2 correlations indicated that cognitively more demanding item sets tended to coincide with smaller L1-L2 correlations. This finding was, in part, consistent for cognitive difficulty, yet inconclusive for linguistic difficulty. An explanation is discussed that, in line with information-processing theory, highlights a trade-off between cognitive-linguistic task demands and cross-linguistic influence.
- Keywords
- cross-linguistic interaction, cognitive-linguistic task difficulty, listening comprehension, child second language acquisition, emergent bilingualism, ORAL LANGUAGE, INTERDEPENDENCE, CHILDREN, SPANISH, PROFICIENCY, VOCABULARY, SKILLS, 2ND, L2, COMPLEXITY, Steunpunt Diversiteit & Leren, language learning
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-8727197
- MLA
- Sierens, Sven, et al. “The Relationship between Cognitive-Linguistic Task Difficulty and L1-L2 Interaction for Academic Listening Comprehension in Turkish-Dutch Emergent Bilinguals.” STUDIES IN SECOND LANGUAGE ACQUISITION, vol. 44, no. 4, 2022, pp. 1020–44, doi:10.1017/S0272263121000826.
- APA
- Sierens, S., Van Gorp, K., Slembrouck, S., & Van Avermaet, P. (2022). The relationship between cognitive-linguistic task difficulty and L1-L2 interaction for academic listening comprehension in Turkish-Dutch emergent bilinguals. STUDIES IN SECOND LANGUAGE ACQUISITION, 44(4), 1020–1044. https://doi.org/10.1017/S0272263121000826
- Chicago author-date
- Sierens, Sven, Koen Van Gorp, Stef Slembrouck, and Piet Van Avermaet. 2022. “The Relationship between Cognitive-Linguistic Task Difficulty and L1-L2 Interaction for Academic Listening Comprehension in Turkish-Dutch Emergent Bilinguals.” STUDIES IN SECOND LANGUAGE ACQUISITION 44 (4): 1020–44. https://doi.org/10.1017/S0272263121000826.
- Chicago author-date (all authors)
- Sierens, Sven, Koen Van Gorp, Stef Slembrouck, and Piet Van Avermaet. 2022. “The Relationship between Cognitive-Linguistic Task Difficulty and L1-L2 Interaction for Academic Listening Comprehension in Turkish-Dutch Emergent Bilinguals.” STUDIES IN SECOND LANGUAGE ACQUISITION 44 (4): 1020–1044. doi:10.1017/S0272263121000826.
- Vancouver
- 1.Sierens S, Van Gorp K, Slembrouck S, Van Avermaet P. The relationship between cognitive-linguistic task difficulty and L1-L2 interaction for academic listening comprehension in Turkish-Dutch emergent bilinguals. STUDIES IN SECOND LANGUAGE ACQUISITION. 2022;44(4):1020–44.
- IEEE
- [1]S. Sierens, K. Van Gorp, S. Slembrouck, and P. Van Avermaet, “The relationship between cognitive-linguistic task difficulty and L1-L2 interaction for academic listening comprehension in Turkish-Dutch emergent bilinguals,” STUDIES IN SECOND LANGUAGE ACQUISITION, vol. 44, no. 4, pp. 1020–1044, 2022.
@article{8727197,
abstract = {{This study investigated the relationship between the level of cognitive-linguistic difficulty of task input and the size of the cross-linguistic relationship for academic listening comprehension in emergent bilinguals. It was theoretically motivated by task-dependent cross-linguistic interaction frameworks. We hypothesized that task item sets that involve a higher level of cognitive-linguistic difficulty, drawing on a number of sources of item difficulty, would show a smaller strength of interaction than sets involving a lower level. Using a task-based assessment instrument, listening comprehension was measured in 75 Turkish–Dutch bilingual children at first-grade entry (Mage = 6;7). Partial L1-L2 correlations indicated that cognitively more demanding item sets tended to coincide with smaller L1-L2 correlations. This finding was, in part, consistent for cognitive difficulty, yet inconclusive for linguistic difficulty. An explanation is discussed that, in line with information-processing theory, highlights a trade-off between cognitive-linguistic task demands and cross-linguistic influence.}},
author = {{Sierens, Sven and Van Gorp, Koen and Slembrouck, Stef and Van Avermaet, Piet}},
issn = {{0272-2631}},
journal = {{STUDIES IN SECOND LANGUAGE ACQUISITION}},
keywords = {{cross-linguistic interaction,cognitive-linguistic task difficulty,listening comprehension,child second language acquisition,emergent bilingualism,ORAL LANGUAGE,INTERDEPENDENCE,CHILDREN,SPANISH,PROFICIENCY,VOCABULARY,SKILLS,2ND,L2,COMPLEXITY,Steunpunt Diversiteit & Leren,language learning}},
language = {{eng}},
number = {{4}},
pages = {{1020--1044}},
title = {{The relationship between cognitive-linguistic task difficulty and L1-L2 interaction for academic listening comprehension in Turkish-Dutch emergent bilinguals}},
url = {{http://doi.org/10.1017/S0272263121000826}},
volume = {{44}},
year = {{2022}},
}
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