Phonological and visual short-term memory codification in English-Chinese bilinguals
Suárez, Lidia, and Goh, Winston D. (2007) Phonological and visual short-term memory codification in English-Chinese bilinguals. In: Second Language Acquisition Research: theory-construction and testing. Cambridge Scholars Press, Newcastle, UK, pp. 199-223.
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[Extract] Do English-Chinese bilinguals process their languages differently from monolinguals? What are the differences between balanced and non-balanced bilinguals?
Answering those questions is not irrelevant. In China nowadays, many children are exposed to English, which has become an asset for accessing higher education and promising jobs. In Singapore and Hong Kong, English plays an important role especially in education, official, and business matters, although Chinese is taught and used daily by a large part of the population. Furthermore, an increasing number of colleges and secondary schools in the U.K. offer Chinese as an elective or compulsory subject, and Chinese nannies are in steep demand in the U.S. (The Straits Times 2006). A description of the cognitive operations of both languages in the bilingual mind will have implications on fields such as education, speech-language therapy, second language acquisition, developmental psychology, cognitive theory, neuroscience and artificial intelligence.
|Item Type:||Book Chapter (Research - B1)|
|Keywords:||proactive interference, English, Chinese, bilingualism|
|FoR Codes:||17 PSYCHOLOGY AND COGNITIVE SCIENCES > 1702 Cognitive Science > 170204 Linguistic Processes (incl Speech Production and Comprehension) @ 100%|
|SEO Codes:||97 EXPANDING KNOWLEDGE > 970117 Expanding Knowledge in Psychology and Cognitive Sciences @ 100%|
|Deposited On:||02 Oct 2012 14:53|
|Last Modified:||02 Oct 2012 18:03|
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