The Relationship Between Cognitive-Linguistic Task Difficulty and L1-L2 Interaction for Academic Listening Comprehension in Turkish–dutch Emergent Bilinguals
Abstract:This study investigated the relationship between the level of cognitive-linguistic difficulty of task input and the size of the cross-linguistic relationship for academic listening comprehension in emergent bilinguals. It was theoretically motivated by task-dependent cross-linguistic interaction frameworks. We hypothesized that task item sets that involve a higher level of cognitive-linguistic difficulty, drawing on a number of sources of item difficulty, would show a smaller strength of interaction than sets … Show more
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