Can Psycholinguistics Inform Second Language Learning? Educational Implications Arising from the Shared Asymmetrical Model

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Authors
Ewa, Agnieszka Tytus
Editors
Ewa, Agnieszka Tytus
Publication Date
2014-09-01
Journal Title
Cambridge Open-Review Educational Research e-Journal (CORERJ)
ISSN
2056-7804
Publisher
Faculty of Education, University of Cambridge
Volume
1
Number
1
Pages
74-87
Type
Article
Metadata
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Citation
Ewa, A. T. (2014). Can Psycholinguistics Inform Second Language Learning? Educational Implications Arising from the Shared Asymmetrical Model. Cambridge Open-Review Educational Research e-Journal (CORERJ), 1 (1), 74-87. https://doi.org/10.17863/CAM.40964
Keywords
bilingual lexical memory, second language learning, the Shared Asymmetrical Model, educational implications, conceptual representation
Identifiers
This record's DOI: https://doi.org/10.17863/CAM.40964
This record's URL: https://www.repository.cam.ac.uk/handle/1810/293854
Rights
Attribution-NonCommercial-ShareAlike 3.0 Unported (CC BY-NC-SA 3.0)
Licence URL: https://creativecommons.org/licenses/by-nc-sa/3.0/
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Attribution-NonCommercial-ShareAlike 3.0 Unported (CC BY-NC-SA 3.0)
Except where otherwise noted, this item's licence is described as Attribution-NonCommercial-ShareAlike 3.0 Unported (CC BY-NC-SA 3.0)