The impact of early foreign language learning on language proficiency development from middle to high school
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The impact of early foreign language learning on language proficiency development from middle to high school. / Jäkel, Nils Georg Martin; Schurig, Michael; van Ackern, Isabelle; Ritter, Markus.
In: System, Vol. 106, 102763, 06.2022.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - The impact of early foreign language learning on language proficiency development from middle to high school
AU - Jäkel, Nils Georg Martin
AU - Schurig, Michael
AU - van Ackern, Isabelle
AU - Ritter, Markus
N1 - Funding Information: This research was in part funded by the Mercator Stiftung . Publisher Copyright: © 2022 The Author(s)
PY - 2022/6
Y1 - 2022/6
N2 - Early foreign language instruction has become the norm across Europe. Expected benefits for students include linguistic advantages and ease of learning the second language (L2). However, research rarely supports these assertions. The present study investigated the receptive skills of two cohorts of English as a Foreign Language (EFL) learners in Years 5, 7, and 9 in Germany. The cohorts differed in their age of EFL onset in elementary school and, consequently, in the amount of exposure before secondary school. Linear mixed model analyses were employed to account for the hierarchical structure of the data. Learners with an earlier start performed better in Years 5 and 9 than late starters, suggesting possible long-term benefits of an earlier start. In Year 7, late starters scored higher on the proficiency assessment. Across the Year 5–9 span, the effects of learner characteristics’ on English proficiency remained stable for gender, L1, grades, cognitive abilities, and cultural capital.
AB - Early foreign language instruction has become the norm across Europe. Expected benefits for students include linguistic advantages and ease of learning the second language (L2). However, research rarely supports these assertions. The present study investigated the receptive skills of two cohorts of English as a Foreign Language (EFL) learners in Years 5, 7, and 9 in Germany. The cohorts differed in their age of EFL onset in elementary school and, consequently, in the amount of exposure before secondary school. Linear mixed model analyses were employed to account for the hierarchical structure of the data. Learners with an earlier start performed better in Years 5 and 9 than late starters, suggesting possible long-term benefits of an earlier start. In Year 7, late starters scored higher on the proficiency assessment. Across the Year 5–9 span, the effects of learner characteristics’ on English proficiency remained stable for gender, L1, grades, cognitive abilities, and cultural capital.
KW - Early foreign language learning
KW - Learner characteristics
KW - Linear mixed modeling
KW - Receptive language skills
U2 - 10.1016/j.system.2022.102763
DO - 10.1016/j.system.2022.102763
M3 - Journal article
AN - SCOPUS:85126118913
VL - 106
JO - System
JF - System
SN - 0346-251X
M1 - 102763
ER -
ID: 362228213