6. English FL Sounds in School Learners of Different Ages

Lecumberri, Maria Luisa García; Gallardo, Francisco José García

doi:10.21832/9781853596407-007

Cited by 53 publications

(24 citation statements)

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“…In fact, it has been claimed that phonology may be the only linguistic domain a¤ected by the CPH because of its neuromuscular basis (Scovel 1988). However, similar results were obtained in a study of foreign language learning by García-Lecumberri and Gallardo (2003), as well as in certain L2 immersion settings where learners receive accented input from their teachers (Flege 1991). A plausible explanation to this finding was given by Flege (1991) in the form of the ''accented L2 input hypothesis'' which posits that regardless of an early starting age of L2 learning, learners will not be able to perceive and produce L2 sounds accurately if they have received accented input in the L2.…”

Section: Empirical Evidence Of Long-term Results In a Formal Learningsupporting

confidence: 74%

7. Input and long-term effects of early learning in a formal setting

Muñoz¹

2009

The Age Factor and Early Language Learning

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Section: Empirical Evidence Of Long-term Results In a Formal Learningsupporting

confidence: 74%

7. Input and long-term effects of early learning in a formal setting

Muñoz¹

2009

The Age Factor and Early Language Learning

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“…As for research question 2, previous research has shown that degree of FA tends to be more severely judged than its communicative effects and that the three dimensions analysed in the present study have been found to be related in that a stronger FA corresponds to less comprehensible and more irritating speech (Fayer and Krasinski ; Derwing and Munro ; García Lecumberri and Gallardo del Puerto ; Gallardo del Puerto, ; Gallardo del Puerto et al., ). Hence, we also investigated how the two different groups of judges react to FA in terms of comprehensibility and irritation in both speaker samples.…”

Section: Introductionsupporting

confidence: 48%

The assessment of foreign accent and its communicative effects by naïve native judges vs. experienced non‐native judges

Puerto

Lecumberri

Lacabex

2014

Int J App Linguistics

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The capacity of non-native evaluators to perform foreign accent (FA) judgments has been questioned. This study explores differences between linguistically trained non-native judges (NNJs) who are teachers of English familiar with the students' L1s and naïve native judges (NJs) who do not speak the students' L1s. Both groups were compared in their global evaluation of FA and its potential communicative effects (comprehensibility and irritation) in two groups of language learners (more and less experienced). Results show striking similarities between the two groups of judges. NNJs were as able as NJs to assess FA despite finding it more comprehensible than the NJs did. It is suggested that NNJs' linguistic training promotes a more analytic approach to FA evaluation, which can compensate for the lack of native intuitions.La capacidad que tienen los evaluadores no-nativos para realizar juicios de acento extranjero (AE) ha sido cuestionada. Este estudio explora las diferencias a la hora de efectuar juicios de AE entre jueces no-nativos (NNJs) con formación lingüística que son profesores de inglés y comparten las primeras lenguas de los estudiantes y jueces nativos (NJs) sin formación lingüística que no hablan las primeras lenguas de los estudiantes. Se hizo una comparación de ambos grupos con respecto a su evaluación global del AE y sus efectos comunicativos potenciales (comprensibilidad e irritación) en dos grupos de aprendices de segunda lengua (más y menos experimentados). Los resultados señalan notables similitudes entre los dos grupos de jueces. Los NNJs mostraron una capacidad similar a la de los NJs a la hora de evaluar el AE a pesar de encontrarlo más comprensible de lo que lo hicieron los NJs. Sugerimos que la formación lingüística de los NNJs promueve un enfoque de la evaluación del AE más analítico, lo que puede compensar la falta de intuición nativa.

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“…The results of research studies comparing di¤erent areas of Englishlanguage achievement by di¤erent age groups who have received the same number of hours of instruction indicate that older learners obtain significantly higher results than younger learners (Cenoz 2003a;García Lecumberri and Gallardo 2003;García Mayo 2003;Lasagabaster and Doiz 2003). These findings confirm the poor results obtained by young students in educational settings in studies conducted in other contexts (Burstall 1975;Cenoz 2002a;Ekstrand 1976;Muñ oz 2000Muñ oz , 2003Celaya et al 2001).…”

Section: The E¤ect Of Early Instruction In English On the Developmentmentioning

confidence: 99%

English in Bilingual Programs in the Basque Country

Cenoz

2005

International Journal of the Sociology of Language

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This paper focuses on bilingual and trilingual education in the Basque Autonomous Community in Spain, where Basque and Spanish are o‰cial languages. The use of Basque as the language of instruction is widespread and there is a trend to introduce English as a third language from a very early age. The paper also discusses the use of English as an additional language of instruction within the bilingual system and the teaching conditions. It also summarizes the results of research on multilingual schooling in the Basque Country, which has focused on di¤erent areas such as the development of proficiency in Basque and Spanish, the e¤ect of bilingualism on third-language acquisition, the e¤ect of early instruction on the development of proficiency in English or other languages and on the cognitive development. Finally, some of the challenges that the Basque educational multilingual system will have to face in the course of the next years are considered.

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6. English FL Sounds in School Learners of Different Ages

Cited by 53 publications

References 0 publications

7. Input and long-term effects of early learning in a formal setting

7. Input and long-term effects of early learning in a formal setting

The assessment of foreign accent and its communicative effects by naïve native judges vs. experienced non‐native judges

English in Bilingual Programs in the Basque Country

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