Weighing the Benefits of Studying a Foreign Language at a Younger Starting Age in a Minimal Input Situation

Autor/in	Larson-Hall, Jenifer
Titel	Weighing the Benefits of Studying a Foreign Language at a Younger Starting Age in a Minimal Input Situation
Quelle	In: Second Language Research, 24 (2008) 1, S.35-63 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658307082981
Schlagwörter	Phonemics; Language Attitudes; Second Language Learning; Language Aptitude; Student Attitudes; Age Differences; Linguistic Input; Second Language Instruction; English (Second Language); College Students; Foreign Countries; Scores; Grammar; Task Analysis; Language Tests; Morphology (Languages); Syntax; Educational Benefits; Japan + Suchen Sie Ihr Suchwort? Fonemsystem; Sprachverhalten; Zweitsprachenerwerb; Sprachbegabung; Spracheignung; Schülerverhalten; Age; Difference; Age difference; Altersunterschied; Sprachbildung; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent; Ausland; Grammatik; Aufgabenanalyse; Language test; Sprachtest; Morphology; Morphologie; Bildungsertrag
Abstract	This study examined whether a younger starting age is advantageous in a situation of minimal exposure to an instructed foreign language ([less than or equal] 4 hours classroom contact per week). Previous theoretical and empirical studies indicated there should be no advantage for an earlier start. Japanese college students who started studying English between ages three and twelve (n = 61) were examined on a phonemic discrimination ([alveolar approximant]/l/w) and grammaticality judgement task (GJT). After controlling for language aptitude and amount of input, statistical correlations were found between starting age and scores on the GJT (r = -0.38) but not the phonemic task (r = 0.03). These earlier starters were also compared to peers who began study in junior high at age twelve or thirteen (n = 139) on the same measures. The earlier starters were found to score statistically higher on the phonemic but not morphosyntactic measure, and this remained true in an ANCOVA analysis where total amount of hours of study input were controlled for. A robust ANCOVA testing for differences at different levels of input found interesting interactions between group affiliation and amount of input. Language attitudes were also tested. The evidence shows there can be perceivable age effects for linguistic measures even in a situation of minimal exposure to a foreign language, but these may not emerge until a substantial amount of input has been gained. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10