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

Muñoz, Carmen

doi:10.1515/9783110218282.141

Cited by 13 publications

(9 citation statements)

References 10 publications

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“…Although research in naturalistic settings indicates that an early start to L2 learning will convey advantages in ultimate achievement compared with a later start (e.g., DeKeyser, 2000;Johnson & Newport, 1989), research in instructed contexts has failed to identify advantages for young learners. Indeed, after the same amount of classroom input, late starters have been shown to consistently outperform early starters on practically all L2 measures employed (e.g., García Mayo, 2003;Jaekel, Schurig, Florian, & Ritter, 2017;Larson-Hall, 2008;Muñoz, 2006Muñoz, , 2008Muñoz, , 2009; see also Qureshi, 2016 for a meta-analysis). This pattern of findings is often explained with reference to young children's reliance on primarily implicit learning mechanisms, which require both extensive and intensive long-term input to be successful, and adolescents' and adults' more developed capacity to draw on explicit learning processes, which are cognitively resource-intensive, but also potentially fast and efficient and thus especially useful in the limited-input setting of a typical L2 classroom.…”

Section: Introductionmentioning

confidence: 98%

The Role of Language-Analytic Ability in Children’s Instructed Second Language Learning

Roehr-Brackin

Tellier

2019

Stud Second Lang Acquis

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Language-analytic ability, or the ability to treat language as an object of analysis and arrive at linguistic generalizations, is at the core of the constructs of language learning aptitude and metalinguistic awareness, which are implicated in our ability to learn explicitly. In the context of child second language (L2) learning, it has been argued that children learn primarily implicitly and that the most important component of aptitude may be memory ability. However, no empirical research to date has investigated the relationship and development of aptitude and metalinguistic awareness longitudinally as well as examined their predictive power for children's L2 achievement in the classroom. In a study with English-speaking learners aged 8-9 (N 5 111), we found that although aptitude and metalinguistic awareness were (still) dynamic, they significantly predicted children's achievement in L2 French. Moreover, language-analytic ability proved to be the component with the strongest predictive power. This finding suggests that it may not be level of cognitive maturity alone that determines children's approach to L2 learning; experiencing explicit, form-focused instruction may foster the role of language-analytic ability even in children as young as 8-9 years.

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Section: Introductionmentioning

confidence: 98%

The Role of Language-Analytic Ability in Children’s Instructed Second Language Learning

Roehr-Brackin

Tellier

2019

Stud Second Lang Acquis

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“…In other words, older children and adolescents do better than younger children on a variety of L2 performance measures after the same amount of L2 exposure. This trend is in evidence throughout, and the majority of findings are statistically significant (Cenoz, 2003;García Mayo, 2003;Harley & Hart, 1997;Larson-Hall, 2008;Muñoz, 2008Muñoz, , 2009Muñoz, , 2006.…”

Section: Explicit and Implicit Learning Metalinguistic Ability And Amentioning

confidence: 87%

Metalinguistic awareness in children with differing language learning experience

Tellier

Roehr-Brackin

2013

EUROSLA

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Theoretical research concerned with the notion of second language (L2) learning difficulty has resulted in specific criteria that can be used to predict the learning difficulty of different languages in terms of both explicit and implicit knowledge. The characteristics of the constructed language Esperanto suggest that this language has lower explicit and implicit learning difficulty than other languages. It may therefore be a suitable 'starter language' for child L2 learning in the classroom. Specifically, we propose that Esperanto may facilitate the development of metalinguistic awareness and, as a consequence, boost children's budding capacity for explicit learning. This would be particularly advantageous in the minimal-input setting of the average foreign language classroom. We present findings from an empirical study which compared 11 to 12-year-old English-speaking children who had learned Esperanto and a European L2 (N = 35) with children who had learned various combinations of European and non-European L2s (N = 168) in terms of their performance on a measure of metalinguistic awareness. No significant differences in overall level of metalinguistic awareness were identified, but the Esperanto group significantly outperformed the comparison group on one of the eleven metalinguistic tasks included in the measure.Moreover, the Esperanto group displayed a more homogeneous performance than the other groups of children. This suggests that learning Esperanto may have a lasting levelling effect, reducing differences between children with varying metalinguistic abilities.Metalinguistic awareness in children with differing language learning experience 2

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“…Memperkenalkan bahasa Inggris dapat dilakukan sejak dini, sebab kemampuan bahasa anak sangat pesat, dimulai dengan mempelajari simbol atau gambar yang menjelaskan lingkungan disekitarnya serta memiliki keuntungan dalam kemampuan mengingat dan menghapal dalam waktu yang cukup lama (Asilestari, 2016;Scheffler, 2015;Muñoz, 2009). Dalam pembelajarannya anak mendengarkan atau menyimak setiap kosakata yang diucapkan oleh guru setelah mendengarkan anak akan mulai mencoba mengucapkan kosakata yang telah diucapkan.…”

Section: Pendahuluanunclassified

Pengembangan Kemampuan Bahasa Reseptif Anak Usia Dini dalam Memperkenalkan Bahasa Inggris melalui Flash Card

Alam

Lestari

2019

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Pemerolehan bahasa pada anak usia dini dimulai melalui pendengaran yang anak dengar di sekitarnya yang disebut dengan bahasa reseptif. Tujuan dari penelitian ini untuk mengetahui media pembelajaran yang dapat mengembangka bahasa reseptif anak dalam memperkenalkan bahasa Inggris sebab anak yang hidup di zaman 21 dituntut untu menjadi generasi yang siap bersaing secara internasional. Penelitian menggunakan pendekatan penelitian kualitatif dengan desain studi kasus di salah satu sekolah di Cimahi. Setelah dilakukan penelitian, peneliti memperoleh hasil bahwa sekolah tersebut menggunakan flashcardsebagai media pembelajaran dalam mengembangkan bahasa reseptif yaitu mendengar dan membaca sebab anak-anak memperhatikan kosakata dan mengucapkan kembali kosa kata tersebut dengan proses membaca gambar flashcard. Maka dari itu,flashcarddiperlukan guru dalam mengembangkan kemampuan bahasa anak khususnya dalam mengembangkan bahasa reseptif dalam memperkenalkan bahasa Inggris

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

Cited by 13 publications

References 10 publications

The Role of Language-Analytic Ability in Children’s Instructed Second Language Learning

The Role of Language-Analytic Ability in Children’s Instructed Second Language Learning

Metalinguistic awareness in children with differing language learning experience

Pengembangan Kemampuan Bahasa Reseptif Anak Usia Dini dalam Memperkenalkan Bahasa Inggris melalui Flash Card

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