Novices and experts: An information processing approach to the “good language learner” problem

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Abstract
It is hypothesized that strategies and techniques employed by “expert” language learners differ from those of “novice” learners. In this study, the performance of multilingual subjects was contrasted to that of bilingual and monolingual subjects on two tasks that involved learning a miniature linguistic system. Under “implicit” learning conditions, multilingual subjects showed superior performance to that of the other two groups, but under “explicit” conditions, there were no differences. The results were interpreted in information processing terms as indicating that multilingual subjects have strategies that help them allocate processing resources more efficiently than our other subjects in formulating informal rules of limited scope under implicit conditions.