Age-related differences in foreign language learning. Revisiting the empirical evidence
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Carmen Muñoz
Abstract
This paper focuses on the effects of age on second language learning, specifically in foreign language settings. It begins by pointing out that the effects of learners' initial age of learning in foreign language learning settings are partially different from those in naturalistic language learning settings and, furthermore, that studies in the former context have produced conflicting results. In an attempt to clarify these divergent findings, the present paper examines methodological issues as a way of re-analysing the existing evidence from research conducted in foreign language settings. The discussion contends that this kind of methodological clarification may permit robust findings to emerge which are specific to age effects in foreign or instructed language learning settings and go some way towards clarifying the existing picture.
©Walter de Gruyter
Artikel in diesem Heft
- Doing second language acquisition research: An introduction
- Investigating pragmatic language learning in foreign language classrooms
- Age-related differences in foreign language learning. Revisiting the empirical evidence
- Taking strategies to the foreign language classroom: Where are we now in theory and research?
- “Appropriateness” in foreign language acquisition and use: Some theoretical, methodological and ethical considerations
- The linguistic landscape as an additional source of input in second language acquisition
Artikel in diesem Heft
- Doing second language acquisition research: An introduction
- Investigating pragmatic language learning in foreign language classrooms
- Age-related differences in foreign language learning. Revisiting the empirical evidence
- Taking strategies to the foreign language classroom: Where are we now in theory and research?
- “Appropriateness” in foreign language acquisition and use: Some theoretical, methodological and ethical considerations
- The linguistic landscape as an additional source of input in second language acquisition
