Chapter 7 .Age and IL Development in Writing

Torras, Maria Rosa; Navés, Teresa; Celaya, M. Luz; Pérez-Vidal, Carlos

doi:10.21832/9781853598937-009

Cited by 15 publications

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“…Sasaki and Hirose 1996;Sasaki 2004Sasaki , 2007Torras et al 2006) or a process perspective (e.g. Leki 1996;Manchón 2001;Sasaki 2000;Victori 1999).…”

Section: Discussionmentioning

confidence: 99%

“…Secondly, studies have tended to take the form of case studies or analysis of small groups of related individuals, and few have actually attempted to present a full-scale ethnography of second language writing. An exception to this trend is Torras et al (2006) large-scale study of a group of 495 EFL learners in Barcelona (Spain) at the primary and secondary school level. On the basis of Wolfe-Quintero, Inagaki and Kim's (1998) discussion of writing measurements and of Celaya, Torras and Pérez-Vidal's (2001) previous work, they measure written development, with a product-oriented perspective.…”

Section: Discussionmentioning

confidence: 99%

“…Analyses were performed to examine the domains of fluency, accuracy and complexity (FAC) put forward by WolfeQuintero, Inagaki and Kim (1998) and adapted to Catalan/Spanish bilingual learners by Pérez-Vidal, Torras and Celaya (2000) and subsequently by Torras et al (2006). A preceding pilot study informed the analytical measures used (Pérez-Vidal and Juan-Garau 2006).…”

Section: Discussionmentioning

confidence: 99%

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The effect of Study Abroad (SA) on written performance

Vidal¹,

Juan-Garau²

2009

EUROSLA

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Research on the effects of Study Abroad (SA) periods on learners' linguistic progress has tended to focus on oral skills, and few SA studies have focused on learners' development in writing while abroad. The subjects in the present study were 37 advanced level non-native (NNSs) university students of English on a SA programme. Written compositions were analysed for fluency accuracy and complexity gains after the SA. They were contrasted with progress after formal instruction and with native speakers (NSs) baseline written performance. Language background data, attitudes, and stay abroad conditions were elicited with questionnaires. The SA period resulted in significant progress, which receded in the mid-term. Formal instruction only showed some improvement in accuracy. Significant differences were found between NSs and NNSs, although not in all domains. The results allow us to identify the students who benefit most from the SA and to examine the factors which seem to characterize them. The theoretical interest of Study AbroadThe interest of investigating the effects of SA periods on linguistic outcomes and processes seems undeniable and undiminishing. Fifteen years after the publication of Freed's (1995: 158) seminal book "with the first collection of studies that captured the current state of the art of research on SA", SA studies allow us to address some of the fundamental issues that concern SLA theory, namely learning context, differences in learner development, learning mechanisms, language proficiency, and stages of development. These are five of the eight issues identified by Hulstijn (2007: 194) when he refers to the relative weight played in language acquisition by, on the one hand, the biological factors, mainly age, and, on the other, by each of the "sociopsychological factors (e.g. learning context, quantity and quality of input, learner attributes, e.g. attitudes, motivation, aptitude)".

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“…Sasaki and Hirose 1996;Sasaki 2004Sasaki , 2007Torras et al 2006) or a process perspective (e.g. Leki 1996;Manchón 2001;Sasaki 2000;Victori 1999).…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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The effect of Study Abroad (SA) on written performance

Vidal¹,

Juan-Garau²

2009

EUROSLA

Self Cite

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“…The greater efficiency of older learners over younger learners has been observed in relation to listening comprehension skills (Muñoz, 2003), phonetics (Fullana, 2006; García‐Lecumberri & Gallardo, 2003), oral fluency (Mora, 2006), vocabulary (Miralpeix, 2006; Oller & Nagato, 1974; Singleton, 1998; Stankowski‐Gratton, 1980), and writing (Celaya & Navés, 2009; Lasagabaster & Doiz, 2003; Torras, Navés, Celaya, & Pérez‐Vidal, 2006), as well as in studies assessing participants’ global L2 proficiency (Cenoz, 2002, 2003; García‐Mayo, 2003).…”

Section: The Effects Of Participants’ Age On L2 Learningmentioning

confidence: 99%

“…Previous studies have explored the potential benefits of different learning contexts or of different learning ages, but to our knowledge none has explored these issues in a unified comparative way using the same instruments and methodology and targeting the same language aspects in the different groups defined by learning context and age. Specifically, a set of measures for fluency, complexity, and accuracy are used in the comparative analyses to probe language gains in oral and written production, because they have proven to show age‐related differences in previous research (e.g., for oral fluency, Mora, 2006; for oral and written lexical diversity, Miralpeix, 2006; for written fluency, syntactic complexity, and accuracy, Torras et al, 2006, among others).…”

Section: The Present Studymentioning

confidence: 99%

Age Effects in a Study Abroad Context: Children and Adults Studying Abroad and at Home

Llanes

Muñoz

2012

Language Learning

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This study examines the effects of learning context and age on second language development by comparing the language gains, measured in terms of oral and written fluency, lexical and syntactic complexity, and accuracy, experienced by four groups of learners of English: children in a study abroad setting, children in their at‐home school, adults in a study abroad setting, and adults in their at‐home university. Results show that the study abroad context was superior to the at‐home context, and more advantageous for children than for adults in comparative gains, although adults outscored children in absolute gains. The interaction between learning context and age suggests that studying abroad was particularly beneficial for children, who also had more opportunities for oral language practice.

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English at the End of Primary School: Explanatory Factors

Muñoz

Tragant

2023

Ten Years of English Learning at School

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Chapter 7 .Age and IL Development in Writing

Cited by 15 publications

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The effect of Study Abroad (SA) on written performance

The effect of Study Abroad (SA) on written performance

Age Effects in a Study Abroad Context: Children and Adults Studying Abroad and at Home

English at the End of Primary School: Explanatory Factors

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