Beyond age effects in instructional L2 learning: revisiting the age factor
This book constitutes a holistic study of how and why late starters surpass early starters in comparable instructional settings. Combining advanced quantitative methods with individual-level qualitative data, it examines the role of age of onset in the context of the Swiss multilingual educational s...
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Bristol ; Blue Ridge Summit
Multilingual Matters
2017
|
| Schriftenreihe: | Second language acquisition
113 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | This book constitutes a holistic study of how and why late starters surpass early starters in comparable instructional settings. Combining advanced quantitative methods with individual-level qualitative data, it examines the role of age of onset in the context of the Swiss multilingual educational system and focuses on performance at the beginning and end of secondary school, thereby offering a long-term view of the teenage experience of foreign language learning. The study scrutinised factors that seem to prevent young starters from profiting from their extended learning period and investigated the mechanisms that enable late beginners to catch up with early beginners relatively quickly. Taking account of contextual factors, individual socio-affective factors and instructional factors within a single longitudinal study, the book makes a convincing case that age of onset is not only of minimal relevance for many aspects of instructed language acquisition, but that in this context, for a number of reasons, a later onset can be beneficial |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | ix, 271 Seiten Diagramme |
| ISBN: | 9781783097623 9781783097616 |
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| 490 | 1 | |a Second language acquisition |v 113 | |
| 500 | |a Includes bibliographical references and index | ||
| 520 | |a This book constitutes a holistic study of how and why late starters surpass early starters in comparable instructional settings. Combining advanced quantitative methods with individual-level qualitative data, it examines the role of age of onset in the context of the Swiss multilingual educational system and focuses on performance at the beginning and end of secondary school, thereby offering a long-term view of the teenage experience of foreign language learning. The study scrutinised factors that seem to prevent young starters from profiting from their extended learning period and investigated the mechanisms that enable late beginners to catch up with early beginners relatively quickly. Taking account of contextual factors, individual socio-affective factors and instructional factors within a single longitudinal study, the book makes a convincing case that age of onset is not only of minimal relevance for many aspects of instructed language acquisition, but that in this context, for a number of reasons, a later onset can be beneficial | ||
| 650 | 4 | |a affective factors | |
| 650 | 4 | |a age factor | |
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| 650 | 4 | |a crosslinguistic influence | |
| 650 | 4 | |a early FL learning | |
| 650 | 4 | |a foreign language learning | |
| 650 | 4 | |a individual differences | |
| 650 | 4 | |a L2 instructional learning | |
| 650 | 4 | |a language policies | |
| 650 | 4 | |a language proficiency | |
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Datensatz im Suchindex
| _version_ | 1804177482783391744 |
|---|---|
| adam_text | Titel: Beyond age effects in instructional L2 learning
Autor: Pfenninger, Simone E
Jahr: 2017
Contents
Acknowledgements ix
1 Mapping the Terrain 1
Introduction and Research Goals 1
Growing Out of the Earlier=Better View: Changing
Perspectives on the Role of the Age Factor as a
Predictor of Success in Foreign Language Learning 7
Multilingual Switzerland as an Empirical Framework 12
Pedagogical and Curricular Landscapes in Switzerland 16
Conclusion 24
2 The Current Empirical Study 25
Participants and Research Design: Four
Independent Samples 25
Tasks and Procedure 30
Methodology: Preparing, Coding and Tagging the Data 37
3 Age and (Statistical) Analysis 40
Benefits of Multilevel Modelling for Age-Related Research 40
Solving the Generalisability Issue 41
Solving the Randomisation Issue 47
Solving the Cohort Issue 48
Solving the Time Issue 50
Fitting Our Models 52
Limitations of Multilevel Modelling 54
4 Age and Rate of Acquisition 56
Introduction 56
Hitting the Ground Running: The Rate Advantage
of Late Starters 58
ontents
Evidence From Bound Morphology at Time 1 65
Perceived Growth Rate From the Point of View of
the Learners 70
Interaction Between Age and School/Class Variation
and Contextual Effects 71
The Question of Educational Continuity from Primary
to Secondary 81
Impact of Starting Age on Retention and Recall of
Target Language Input 83
Conclusion 92
Age and Affect 94
Introduction 94
Motivational Profiles of Different Age Groups
and AO Groups 95
Age-Within-Context in a Mixed Methods Design 97
Motivation as a Strong Explanatory Force for Both
FL Growth and Achievement 107
Motivation and Age Across Learners, Classes and Schools 116
The Age Factor From the Perspective of the Learner 119
Multiple Foreign Language Learning: Burden or
Opportunity? 129
World Language English vs National Language French:
Battle of the Languages 130
Conclusion 132
Age and Crosslinguistic Influence 137
Introduction 137
The Literacy Factor in the Optimal Age Debate 140
Reported Use of LI Transfer Strategies 147
Age and Age-Related Predictors of
Crosslinguistic Influence 150
Influence of (Swiss)German and French on English and
the Relevant Interaction 153
The Issue with Intentionality 170
Impact of Starting Age on Metalinguistic Awareness
and Crosslinguistic Associations 171
Influence of the Learning Environment 173
Conclusion 177
Contents vii
7 Age and the Impact of Differential Input 180
Introduction 180
Learning Through an L2 vs Learning the L2 as a
Subject: CLIL as the Egg of Columbus ? 182
A Critical Look at CLIL Research 185
Motivation as the (Ugly) Stepsister of CLIL 187
CLIL Trumps Age 189
In-Class vs Out-of-Class Exposure to the Target Language 201
Conclusion 207
8 Educational Implications 209
The Complexity of the Swiss Educational System 209
The Obsession with the Earlier the Better :
Research versus Beliefs 211
9 Conclusion and Future Perspectives 215
Key Findings 215
Limitations and Proposals for Future Research 221
Appendices 225
References 237
Index 267
|
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| id | DE-604.BV044287664 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T07:48:47Z |
| institution | BVB |
| isbn | 9781783097623 9781783097616 |
| language | English |
| lccn | 016053116 |
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| physical | ix, 271 Seiten Diagramme |
| publishDate | 2017 |
| publishDateSearch | 2017 |
| publishDateSort | 2017 |
| publisher | Multilingual Matters |
| record_format | marc |
| series | Second language acquisition |
| series2 | Second language acquisition |
| spelling | Pfenninger, Simone E. 1980- Verfasser (DE-588)138434719 aut Beyond age effects in instructional L2 learning revisiting the age factor Simone E. Pfenninger and David Singleton Bristol ; Blue Ridge Summit Multilingual Matters 2017 ix, 271 Seiten Diagramme txt rdacontent n rdamedia nc rdacarrier Second language acquisition 113 Includes bibliographical references and index This book constitutes a holistic study of how and why late starters surpass early starters in comparable instructional settings. Combining advanced quantitative methods with individual-level qualitative data, it examines the role of age of onset in the context of the Swiss multilingual educational system and focuses on performance at the beginning and end of secondary school, thereby offering a long-term view of the teenage experience of foreign language learning. The study scrutinised factors that seem to prevent young starters from profiting from their extended learning period and investigated the mechanisms that enable late beginners to catch up with early beginners relatively quickly. Taking account of contextual factors, individual socio-affective factors and instructional factors within a single longitudinal study, the book makes a convincing case that age of onset is not only of minimal relevance for many aspects of instructed language acquisition, but that in this context, for a number of reasons, a later onset can be beneficial affective factors age factor age research classroom L2 learning CLIL. crosslinguistic influence early FL learning foreign language learning individual differences L2 instructional learning language policies language proficiency literacy multilevel modelling psycholinguistics second language acquisition second language education SLA. teenage learners the role of age in language learning young learners younger is better in foreign language learning Language acquisition Age factors Classroom environment Second language acquisition Lebensalter (DE-588)4034834-9 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf Fremdsprachenlernen (DE-588)4071461-5 gnd rswk-swf Fremdsprachenlernen (DE-588)4071461-5 s Fremdsprachenunterricht (DE-588)4018428-6 s Lebensalter (DE-588)4034834-9 s DE-604 Singleton, David M. 1948- Verfasser (DE-588)13196836X aut Erscheint auch als Online-Ausgabe 9781783097654 Erscheint auch als Online-Ausgabe 9781783097647 Second language acquisition 113 (DE-604)BV016521639 113 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029691846&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Pfenninger, Simone E. 1980- Singleton, David M. 1948- Beyond age effects in instructional L2 learning revisiting the age factor Second language acquisition affective factors age factor age research classroom L2 learning CLIL. crosslinguistic influence early FL learning foreign language learning individual differences L2 instructional learning language policies language proficiency literacy multilevel modelling psycholinguistics second language acquisition second language education SLA. teenage learners the role of age in language learning young learners younger is better in foreign language learning Language acquisition Age factors Classroom environment Second language acquisition Lebensalter (DE-588)4034834-9 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd |
| subject_GND | (DE-588)4034834-9 (DE-588)4018428-6 (DE-588)4071461-5 |
| title | Beyond age effects in instructional L2 learning revisiting the age factor |
| title_auth | Beyond age effects in instructional L2 learning revisiting the age factor |
| title_exact_search | Beyond age effects in instructional L2 learning revisiting the age factor |
| title_full | Beyond age effects in instructional L2 learning revisiting the age factor Simone E. Pfenninger and David Singleton |
| title_fullStr | Beyond age effects in instructional L2 learning revisiting the age factor Simone E. Pfenninger and David Singleton |
| title_full_unstemmed | Beyond age effects in instructional L2 learning revisiting the age factor Simone E. Pfenninger and David Singleton |
| title_short | Beyond age effects in instructional L2 learning |
| title_sort | beyond age effects in instructional l2 learning revisiting the age factor |
| title_sub | revisiting the age factor |
| topic | affective factors age factor age research classroom L2 learning CLIL. crosslinguistic influence early FL learning foreign language learning individual differences L2 instructional learning language policies language proficiency literacy multilevel modelling psycholinguistics second language acquisition second language education SLA. teenage learners the role of age in language learning young learners younger is better in foreign language learning Language acquisition Age factors Classroom environment Second language acquisition Lebensalter (DE-588)4034834-9 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd |
| topic_facet | affective factors age factor age research classroom L2 learning CLIL. crosslinguistic influence early FL learning foreign language learning individual differences L2 instructional learning language policies language proficiency literacy multilevel modelling psycholinguistics second language acquisition second language education SLA. teenage learners the role of age in language learning young learners younger is better in foreign language learning Language acquisition Age factors Classroom environment Second language acquisition Lebensalter Fremdsprachenunterricht Fremdsprachenlernen |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029691846&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV016521639 |
| work_keys_str_mv | AT pfenningersimonee beyondageeffectsininstructionall2learningrevisitingtheagefactor AT singletondavidm beyondageeffectsininstructionall2learningrevisitingtheagefactor |