The Effects of Age of Exposure on Knowledge of English Grammar in English-Medium Instruction

Autor/in	Qureshi, Muhammad Asif
Titel	The Effects of Age of Exposure on Knowledge of English Grammar in English-Medium Instruction
Quelle	In: TESL-EJ, 24 (2021) 4, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Age Differences; Grammar; Editing; Task Analysis; Language of Instruction; Undergraduate Students; Elementary School Students; Decision Making; Morphology (Languages); Syntax; Semitic Languages; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Student Characteristics; Foreign Countries; Native Language; Comparative Analysis; United Arab Emirates + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Grammatik; Redaktion; Textbearbeitung; Aufgabenanalyse; Teaching language; Unterrichtssprache; Decision-making; Entscheidungsfindung; Morphology; Morphologie; Arabisch; Hebräisch; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Vereinigte Arabische Emirate
Abstract	The current study examined differences in morphosyntactic knowledge of Arabic learners who had significant exposure to English as a medium of instruction at the primary and tertiary educational levels. The study involved a grammaticality judgment task, an editing task, and a background questionnaire. Based on the background questionnaire, the participants (n = 84) were divided into early and late learners -- those first exposed to English medium instruction in the primary and undergraduate levels, respectively. The results of the multivariate analysis revealed a main effect for the age of first exposure to English medium instruction. The post hoc univariate analysis confirmed these effects in favor of early learners only for the grammaticality judgment task; no such effects were observed for the editing task. Theoretical, methodological, and pedagogical implications of the study are discussed. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01