Abstract
Four groups of bilinguals at different levels of proficiency in English, their second language, participated in a study aimed at determining the influence of semantic cues in learning at the different levels of proficiency in English. Subjects at each level of proficiency learned two lists of sentences, first in one language, then in the other. The sentences of the two lists were either semantically unrelated or translations. Performance was measured by the degree and direction of “transfer” from one language to the other. Findings showed that only bilinguals at higher levels of proficiency in English derived some benefit on the tasks.
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