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Faculty mentor: Shannon Barrios & Rachel Hayes-Harb
Recent linguistic research has demonstrated that exposure to written input during second language acquisition can impact word form learning. Using two Mandarin writing systems, this study aims to: examine the robustness of past findings (Hayes-Harb & Cheng, 2016), via online implementation and determine if exposure to written input is helpful, relative to a control group (with no exposure to written input).
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Questions or comments? Contact us at:
Maison, maisonevensen@gmail.com
Caitlin, u0632757@utah.edu
