| 1 |
Introduction: The Multilingual Prism
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp i-iii (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Input, interaction, and corrective feedback in L2 learning
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 49-51 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Conceptual Dynamics in Multilingual Competence
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 60-62 (2015) (2015)
|
|
Abstract:
Mulitlingualism represents the capacity of linguistic communities and individuals to regularly use more than one language on a daily basis (Franceschini, 2011). Recently, mounting theoretical and empirical studies on multilingualism have emerged within the field of applied linguistics. Among such analyses, there has been much attention on the notion of multicompetence, which places a psycholinguistic/cognitive lens upon the study of multilingual minds (e.g., Bassetti & Cook, 2011; Brown & Gullberg, 2012). This piece will briefly explore multicompetence with regards to the influence of language(s) on the conceptual structures of multilingual speakers. In relation to this, a brief discussion on the dynamic nature of multilingual competence from the conceptual lens will also be provided.
|
|
Keyword:
Ability testing; Applied linguistics; Education; English language; Foreign speakers; Language acquisition; Language and languages; Multilingualism; P118-118.7; PE1-3729; Study of language; Teaching language
|
|
URL: https://doi.org/10.7916/D8X06KN7
https://doaj.org/article/1c3ff69ea2d5431fa06e7809fc70656c
|
|
BASE
|
|
Hide details
|
|
|
|
|
