Assessing the language of young learners

Hasselgreen, Angela

doi:10.1191/0265532205lt312oa

Cited by 77 publications

(54 citation statements)

References 3 publications

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“…Hasselgreen and Moe (2006) investigated the use of conjunctions in the writing of Norwegian pupils aged 12/13 and 15/16, on levels A2 and B1, and concluded that regardless of level, the younger pupils used a distinctly narrower range of conjunctions than the older pupils. This is perhaps unsurprising, given that studies such as Nippold (2006) cited in Hasselgreen & Caudwell (2016), found that the development of conjunctions and adverbial conjuncts in English as a first language does not take off fully until adolescence. Table 2 contrasts a selection of conjunctions/adverbial conjuncts in coryl, for the different age groups.…”

Section: Interlanguage Analysismentioning

confidence: 69%

Introducing the CORYL Corpus: What it Is and How We Can Use it to Shed Light on Learner Language

Hasselgreen

Sundet

2017

BeLLS

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This article presents coryl (CORpus of Young Learner language), and demonstrates how the corpus can help reveal or shed further light on many phenomena which are manifested in the written English language of Norwegian school pupils. The paper begins with an introduction of coryl, then focuses on learner language and the role of corpora in the study of this. The following sections are devoted to what we term Computer-aided Error Analysis and Interlanguage Analysis (not involving errors). Within these sections, extracts and other findings from corylsearches are presented to illustrate what we believe coryl is able to indicate about the language of these learners.

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Section: Interlanguage Analysismentioning

confidence: 69%

Introducing the CORYL Corpus: What it Is and How We Can Use it to Shed Light on Learner Language

Hasselgreen

Sundet

2017

BeLLS

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“…This may be the reason why an increasing body of research has been conducted into assessing young learners' proficiency in their new language, as documented in a special issue of Language Testing in 2000 and other publications (Hasselgreen 2005;McKay 2006). The most important question concerns what the construct to be measured is, as is discussed in detail by Inbar-Laurie and Shohamy in the present volume.…”

Section: Assessment In Ellmentioning

confidence: 97%

1. The age factor in context

Nikolov¹

2009

The Age Factor and Early Language Learning

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Who would ever have predicted such an enormous increase in enthusiasm towards teaching children foreign languages all over the world in the late 1970s during the low ebb of interest due to the Burstall, Jamieson, Cohen, and Hargreaves (1974) report? The world has definitely changed a lot since then. As readers will find out, a smorgasbord of recent studies have inquired into how young language learners develop in a variety of programmes.An early start to learn a new language tends to be seen as conducive to proficiency over time. Evidence used to come from second language contexts; however, in recent years a wide range of studies have been conducted on the teaching and learning of modern foreign languages (FL) at an increasingly early age in contexts where the target language is limited to the classroom. The aim of this chapter is to provide a critical overview of issues and challenges characterizing recent empirical research inquiring into early FL programmes. In the first part of this chapter I discuss the Critical Period Hypothesis, the point of departure usually claimed to provide a theoretical underpinning to early modern FL programmes. Then, I introduce models and their aims and time frames for early language learning (ELL). In the third section I overview recently published studies on various aspects of the teaching and learning of modern foreign languages.As will be shown, a range of large-and smaller-scale studies have been implemented to explore how the age factor works in a variety of educational contexts and they tend to fail to support ''the younger the better'' assumption. These findings, however, do not mean that ELL is a waste of time. Studies provide insights into complex ways of how young learners develop and o¤er an opportunity to discuss research methodology and areas for further research. As will be argued, the advantages and outcomes of an early start need to be analyzed in the specific contexts where young learners and their teachers interact with one another in classrooms in hugely varying conditions. Therefore, further research is necessary indeed.Brought to you by | Monash University Library Authenticated Download Date | 6/24/15 12:59 AM

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“…(eg. Hakuta et al, 2003;Hasselgreen, 2005;etc.) The CPH studies have brought much implication to the studies, especially empirical studies in Chinese EFL context.…”

Section: Discussionmentioning

confidence: 99%

The Critical Period of L2 Acquisition Studies: Implications for Researchers in Chinese EFL Context

Zhu¹

2011

JLTR

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Abstract-This paper reviews the studies centring on the Critical Period Hypothesis (CPH), the major contributor to early L2 instruction in China. It firstly finds out that, in recent studies of CP in L2 acquisition settings (roughly after the year of 2000); a lot more variables besides the age factor have been integrated. The critical period studies in L2 settings has triggered diverse and even competing versions; while in Chinese EFL context, the critical period studies are still in its initial stage, i.e., concentrating on Ages of Onset (AOs) . The paper thus points out the implications of the CP studies in L2 settings for researches in Chinese EFL context.

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Assessing the language of young learners

Cited by 77 publications

References 3 publications

Introducing the CORYL Corpus: What it Is and How We Can Use it to Shed Light on Learner Language

Introducing the CORYL Corpus: What it Is and How We Can Use it to Shed Light on Learner Language

1. The age factor in context

The Critical Period of L2 Acquisition Studies: Implications for Researchers in Chinese EFL Context

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