Article
Licensed
Unlicensed
Requires Authentication
Input and long-term effects of starting age in foreign language learning
-
Carmen Muñoz
Published/Copyright:
June 13, 2011
Abstract
This study explores the long-term effects of starting age and the effects of input in an instructed language learning setting. First, with respect to the effects of starting age, the findings suggest that in the long term and after similar amounts of input, starting age is not a predictor of language outcomes. Second, the study examines the effects of input using multiple measures derived from responses to an extended questionnaire. The analysis reveals modest but significant effects of input on participants' proficiency, confirming that input never ceases to play a role in an instructed language learning setting, in contrast with opposite claims from studies of naturalistic language learning.
Published Online: 2011-06-13
Published in Print: 2011-June
© Walter de Gruyter
You are currently not able to access this content.
You are currently not able to access this content.
Articles in the same Issue
- Acknowledgements
- Input perspectives on the role of learning context in Second Language Acquisition. An introduction to the special issue
- Conceptualizing and measuring the impact of contextual factors in instructed SLA – the role of language prominence
- Input and long-term effects of starting age in foreign language learning
- Language experience in L2 phonological learning: Effects of psycholinguistic and sociolinguistic variables
- The effect of context and input conditions on oral and written development: A Study Abroad perspective
- Context matters: A brief commentary on the papers by Housen et al. and Muñoz
- Context matters: A brief commentary on the paper by Trofimovich
- Context matters: A brief commentary on the paper by Pérez-Vidal and Juan-Garau
Articles in the same Issue
- Acknowledgements
- Input perspectives on the role of learning context in Second Language Acquisition. An introduction to the special issue
- Conceptualizing and measuring the impact of contextual factors in instructed SLA – the role of language prominence
- Input and long-term effects of starting age in foreign language learning
- Language experience in L2 phonological learning: Effects of psycholinguistic and sociolinguistic variables
- The effect of context and input conditions on oral and written development: A Study Abroad perspective
- Context matters: A brief commentary on the papers by Housen et al. and Muñoz
- Context matters: A brief commentary on the paper by Trofimovich
- Context matters: A brief commentary on the paper by Pérez-Vidal and Juan-Garau
