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E-raamat: Beyond Age Effects in Instructional L2 Learning: Revisiting the Age Factor

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  • Formaat: 288 pages
  • Sari: Second Language Acquisition
  • Ilmumisaeg: 21-Apr-2017
  • Kirjastus: Multilingual Matters
  • Keel: eng
  • ISBN-13: 9781783097647
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Beyond Age Effects in Instructional L2 Learning: Revisiting the Age FactorSuurem pilt
  • Formaat: 288 pages
  • Sari: Second Language Acquisition
  • Ilmumisaeg: 21-Apr-2017
  • Kirjastus: Multilingual Matters
  • Keel: eng
  • ISBN-13: 9781783097647
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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.

Arvustused

This expansive, longitudinal study constitutes a major contribution to the ongoing debate over age in SLA. Through careful and sophisticated analyses, Pfenninger and Singleton present convincing evidence that late SLA confers specific linguistic, cognitive and affective advantages. Practitioners, policy makers and researchers alike will find many new insights here from which to question the earlier is better mantra. * Alene Moyer, University of Maryland, USA * This book makes a major contribution to the field of instructed second language learning. Paying particular attention to methodological issues, the book goes beyond age effects to show the multiple ways in which internal and external factors may affect the learners processes and outcomes. The book also provides very rich and timely insights for foreign language education. * Carmen Muñoz, University of Barcelona, Spain * This is a balanced and perceptive study that approaches a topic of interest to us all, drawing on fresh evidence and careful analysis. The authors investigate the impact of both learner-internal and -external factors applying state of the art statistical modelling, and their results are of great relevance for both researchers and policy makers. * Raphael Berthele, University of Fribourg, Switzerland *

Acknowledgements ix
1 Mapping the Terrain
1(24)
Introduction and Research Goals
1(6)
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(5)
Multilingual Switzerland as an Empirical Framework
12(4)
Pedagogical and Curricular Landscapes in Switzerland
16(8)
Conclusion
24(1)
2 The Current Empirical Study
25(15)
Participants and Research Design: Four Independent Samples
25(5)
Tasks and Procedure
30(7)
Methodology: Preparing, Coding and Tagging the Data
37(3)
3 Age and (Statistical) Analysis
40(16)
Benefits of Multilevel Modelling for Age-Related Research
40(1)
Solving the Generalisability Issue
41(6)
Solving the Randomisation Issue
47(1)
Solving the Cohort Issue
48(2)
Solving the Time Issue
50(2)
Fitting Our Models
52(2)
Limitations of Multilevel Modelling
54(2)
4 Age and Rate of Acquisition
56(38)
Introduction
56(2)
Hitting the Ground Running: The Rate Advantage of Late Starters
58(7)
Evidence From Bound Morphology at Time 1
65(5)
Perceived Growth Rate From the Point of View of the Learners
70(1)
Interaction Between Age and School/Class Variation and Contextual Effects
71(10)
The Question of Educational Continuity from Primary to Secondary
81(2)
Impact of Starting Age on Retention and Recall of Target Language Input
83(9)
Conclusion
92(2)
5 Age and Affect
94(43)
Introduction
94(1)
Motivational Profiles of Different Age Groups and AO Groups
95(2)
Age-Within-Context in a Mixed Methods Design
97(10)
Motivation as a Strong Explanatory Force for Both FL Growth and Achievement
107(9)
Motivation and Age Across Learners, Classes and Schools
116(3)
The Age Factor From the Perspective of the Learner
119(10)
Multiple Foreign Language Learning: Burden or Opportunity?
129(1)
World Language English vs National Language French: Battle of the Languages
130(2)
Conclusion
132(5)
6 Age and Crosslinguistic Influence
137(43)
Introduction
137(3)
The Literacy Factor in the Optimal Age Debate
140(7)
Reported Use of LI Transfer Strategies
147(3)
Age and Age-Related Predictors of Crosslinguistic Influence
150(3)
Influence of (Swiss)German and French on English and the Relevant Interaction
153(17)
The Issue with Intentionality
170(1)
Impact of Starting Age on Metalinguistic Awareness and Crosslinguistic Associations
171(2)
Influence of the Learning Environment
173(4)
Conclusion
177(3)
7 Age and the Impact of Differential Input
180(29)
Introduction
180(2)
Learning Through an L2 vs Learning the L2 as a Subject: CLIL as `the Egg of Columbus'?
182(3)
A Critical Look at CLIL Research
185(2)
Motivation as the (Ugly) Stepsister of CLIL
187(2)
CLIL Trumps Age
189(12)
In-Class vs Out-of-Class Exposure to the Target Language
201(6)
Conclusion
207(2)
8 Educational Implications
209(6)
The Complexity of the Swiss Educational System
209(2)
The Obsession with `the Earlier the Better': Research versus Beliefs
211(4)
9 Conclusion and Future Perspectives
215(10)
Key Findings
215(6)
Limitations and Proposals for Future Research
221(4)
Appendices 225(12)
References 237(30)
Index 267
Simone E. Pfenninger is Assistant Professor of Psycholinguistics and Language Acquisition at the University of Salzburg, Austria. Her research interests include multilingualism, psycholinguistics and the age factor in SLA and she is co-editor (with Judit Navracsics) of Future Research Directions for Applied Linguistics (2017, Multilingual Matters).





David Singleton is Professor of Applied Linguistics at the University of Pannonia, Hungary and Fellow Emeritus, Trinity College, Dublin, Ireland. He has published widely on second language acquisition, multilingualism and lexicology and is co-author (with Vivian Cook) of Key Topics in Second Language Acquisition (2014, Multilingual Matters).
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