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International Journal of Multilingualism Volume 13, 2016 - Issue 4: Advances in the Investigation of L3 Phonological Acquisition Guest Editors Magalena Wrembel and Jennifer Cabrelli Amaro
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Articles

Interactions between three phonological subsystems of young multilinguals: the influence of language status

Romana KopečkováEnglish Department, University of Münster, Münster, GermanyCorrespondence[email protected]
,
Marta MareckaFaculty of English, Adam Mickiewicz University in Poznań, Poznań, Poland
,
Magdalena WrembelFaculty of English, Adam Mickiewicz University in Poznań, Poznań, Poland
&
Ulrike GutEnglish Department, University of Münster, Münster, Germany
Pages 426-443 | Received 12 Feb 2016, Accepted 29 Jun 2016, Published online: 22 Sep 2016

Citations (16)

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Read on this site (3)

Anika Lloyd-Smith. (2023) Perceived foreign accent in L3 English: the effects of heritage language use. International Journal of Multilingualism 20:3, pages 753-767.
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Yanjiao Zhu & Peggy Mok. (2023) Cross-linguistic influences on the production of third language consonant clusters by L1 Cantonese–L2 English–L3 German trilinguals. International Journal of Multilingualism 0:0, pages 1-18.
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Magdalena Wrembel, Marta Marecka & Romana Kopečková. (2019) Extending perceptual assimilation model to L3 phonological acquisition. International Journal of Multilingualism 16:4, pages 513-533.
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Articles from other publishers (13)

Ulrike Gut, Romana Kopečková & Christina Nelson. 2023. Phonetics and Phonology in Multilingual Language Development. Phonetics and Phonology in Multilingual Language Development.
Christina Domene Moreno & Barış Kabak. 2023. Speech Rhythm in Learner and Second Language Varieties of English. Speech Rhythm in Learner and Second Language Varieties of English 159 184 .
Romana Kopečková, Ulrike Gut, Magdalena Wrembel & Anna Balas. (2022) Phonological cross-linguistic influence at the initial stages of L3 acquisition. Second Language Research, pages 026765832211239.
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Romana Kopečková & Gregory J. Poarch. (2022) Learning to Teach English in the Multilingual Classroom Utilizing the Framework of Reference for Pluralistic Approaches to Languages and Cultures. Languages 7:3, pages 168.
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Maxim Barkov, Fabián Santiago & Teresa Peralta. (2022) Production of Vowel Reduction by Mexican Learners of English as L2 and Russian as L3. Canadian Journal of Linguistics/Revue canadienne de linguistique 67:1-2, pages 88-117.
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Margaryta Bondarenko, Brianna Butera & Rajiv Rao. (2022) Voice onset time (VOT) of L3 Spanish /ptk/ by multilingual heritage speakers of Ukrainian and Polish. EuroAmerican Journal of Applied Linguistics and Languages 9:1, pages 28-51.
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Christina Nelson. (2022) Do a Learner’s Background Languages Change with Increasing Exposure to L3? Comparing the Multilingual Phonological Development of Adolescents and Adults. Languages 7:2, pages 78.
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Jonas Grünke & Christoph Gabriel. (2022) Acquiring French Intonation against the Backdrop of Heritage Bilingualism: The Case of German–Turkish Learners. Languages 7:1, pages 68.
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Eliane Lorenz, Kathrin Feindt, Sharareh Rahbari & Peter Siemund. 2022. Language Development in Diverse Settings. Language Development in Diverse Settings 305 330 .
Tanja Angelovska. 2021. English Pronunciation Instruction. English Pronunciation Instruction 40 59 .
Jennifer Cabrelli & Carrie Pichan. (2021) Initial phonological transfer in L3 Brazilian Portuguese and Italian. Linguistic Approaches to Bilingualism 11:2, pages 131-167.
Crossref
Iga Krzysik. (2020) The relationship between inhibitory control and speech production in young multilinguals. Yearbook of the Poznan Linguistic Meeting 6:1, pages 59-79.
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Romana Kopečková & Gregory J. Poarch. 2019. Sprachliche Vielfalt im Unterricht. Sprachliche Vielfalt im Unterricht 219 230 .

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