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The relationship between cognitive-linguistic task difficulty and L1-L2 interaction for academic listening comprehension in Turkish-Dutch emergent bilinguals

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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

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Citation

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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, 2022, 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. 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. 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. 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;
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, 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}},
  language     = {{eng}},
  pages        = {{25}},
  title        = {{The relationship between cognitive-linguistic task difficulty and L1-L2 interaction for academic listening comprehension in Turkish-Dutch emergent bilinguals}},
  url          = {{http://dx.doi.org/10.1017/S0272263121000826}},
  year         = {{2022}},
}

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