Factors in language learning after 40: Insights from a longitudinal study.

Autor/inn/en	Kozar, Olga; Yates, Lynda
Titel	Factors in language learning after 40: Insights from a longitudinal study.
Quelle	In: International review of applied linguistics in language teaching, 57 (2019) 2, S. 181-204 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Tabellen 2
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0019-042X; 1613-4141
DOI	10.1515/iral-2015-0113
Schlagwörter	Empirische Forschung; Langzeituntersuchung; Australien; Englischunterricht; Fremdsprachenunterricht; Empirische Forschung; Altersstufe; Fremdsprachenunterricht; Englischunterricht; Australien
Abstract	This study seeks to identify differences in language learning progress and experiences among 24 adult migrants, who arrived to Australia after the age of 40. The results suggest that age per se was not a reliable predictor of language learning progress. Instead, the initial English level of participants when they arrived to Australia, opportunities to use English and prior level of education were associated with considerable language learning gains. For example, participants who had a higher initial English level were able to find jobs that required them to perform a range of oral and written tasks across different domain, which further improved their level, while participants who had a low initial level were mostly unemployed. Another common factor the authors noted among participants with high and reasonable gains but not among those who made little progress was a proactive attitude and the use of a range of language learning strategies beyond the classroom. The study also revealed differences in age construal among participants with high and reasonable gains and those who did not improve. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2