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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

The bilingual advantage in L3 learning: a developmental study of rhotic sounds

Romana KopečkováEnglish Department, University of Münster, Münster, GermanyCorrespondence[email protected]
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Pages 410-425 | Received 15 Feb 2016, Accepted 29 Jul 2016, Published online: 22 Sep 2016

Citations (19)

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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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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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Romana Kopečková. (2018) Exploring metalinguistic awareness in L3 phonological acquisition: the case of young instructed learners of Spanish in Germany. Language Awareness 27:1-2, pages 153-166.
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Articles from other publishers (16)

Ulrike Gut, Romana Kopečková & Christina Nelson. 2023. Phonetics and Phonology in Multilingual Language Development. Phonetics and Phonology in Multilingual Language Development.
Laura Spinu. (2022) Serial memory mechanisms in monolingual and bilingual speakers. International Journal of Bilingualism 27:4, pages 397-414.
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Hannah L. Goh, Luca Onnis & Suzy J. Styles. (2023) Is retroflexion a stable cue for distributional learning for speech sounds across languages? Learning for some bilingual adults, but not generalisable to a wider population in a well powered pre-registered study. PeerJ 11, pages e15467.
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Laura Spinu, Jiwon Hwang & Mariana Vasilita. (2023) Differences between Monolinguals and Bilinguals in Phonetic and Phonological Learning and the Connection with Auditory Sensory Memory. Brain Sciences 13:3, pages 488.
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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 .
Miriam Geiss, Sonja Gumbsheimer, Anika Lloyd-Smith, Svenja Schmid & Tanja Kupisch. (2021) VOICE ONSET TIME IN MULTILINGUAL SPEAKERS: ITALIAN HERITAGE SPEAKERS IN GERMANY WITH L3 ENGLISH. Studies in Second Language Acquisition 44:2, pages 435-459.
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Jolanta Sypiańska. (2022) The L3 Polish Lateral in Unbalanced Bilinguals: The Roles of L3 Proficiency and Background Languages. Languages 7:2, pages 102.
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Matthew Patience & Wenqing Qian. (2022) The Role of Task Complexity and Dominant Articulatory Routines in the Acquisition of L3 Spanish. Languages 7:2, pages 90.
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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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Magdalena Wrembel. (2020) Multilingual acquisition property by property: A view from a wider perspective. Second Language Research 37:3, pages 441-447.
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Teresa Kieseier. (2021) Bilingual advantage in early EFL pronunciation accuracy of German 4th-graders. International Journal of Bilingualism 25:3, pages 708-726.
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Jennifer Cabrelli & Carrie Pichan. (2021) Initial phonological transfer in L3 Brazilian Portuguese and Italian. Linguistic Approaches to Bilingualism 11:2, pages 131-167.
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Mark Amengual. (2021) The acoustic realization of language-specific phonological categories despite dynamic cross-linguistic influence in bilingual and trilingual speech. The Journal of the Acoustical Society of America 149:2, pages 1271-1284.
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Christina Nelson. (2020) The younger, the better? Speech perception development in adolescent vs. adult L3 learners. Yearbook of the Poznan Linguistic Meeting 6:1, pages 27-58.
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Matthew Patience. (2018) Relative difficulty in the L2 acquisition of the Spanish dorsal fricative. Journal of the European Second Language Association 2:1, pages 96.
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