Global ETD Search

1	Differences in Second Language Learning Depending on Starting Age and Amount of Exposure Malmgren, Gabriella January 2017 (has links) In the Swedish school system, English is one of three core subjects that are mandatory to pass at the end of year 9 to be able to engage in further studies in high school. However, English is not introduced at the same time in all schools. In fact, primary schools in Sweden can choose freely (between age 6-10) when they want to start introducing English to their students. The main purpose of this paper is to disclose if starting English education at an earlier age results in higher student scores on the total score and the three different parts of the National Exam for English in year 6. The National Exam scores from 14 different schools were collected and compared. 7 schools that introduce English in year 1, and 7 schools who begin their English education in year 3. The results from the statistical tests show that there is a significant difference between the two groups at the total score, speaking, and receptive skills. The early starters performed better on all parts. However, there was no significant difference between the groups in writing. second language learning foreign language learning starting age amount of exposure esl english as a second language early learners english in primary school Social Sciences Samhällsvetenskap
2	L’influence de l’âge de début d’acquisition et de l’input linguistique sur l’apprentissage du FLE : Une étude empirique d’étudiants suédois du lycée et de l’université au niveau A2 / The influence of starting age and linguistic input on the acquisition of FFL : An empirical study of Swedish high school and university students at level A2 Öberg, Elin January 2021 (has links) In the light of recent findings regarding age and cumulative language exposure in the domain of Second Language Acquisition, the present study examines how starting age and linguistic input influences Swedish learners of French in a formal instructional setting. In contrast to natural settings, research suggests that a younger starting age in formal settings does not result in more advanced long-term competences in the target language. For the benefits associated with a younger age to be triggered, significant amounts of rich linguistic input need to be obtained by the learner on a daily basis. To test the validity of these findings, two groups with different starting ages were asked to fill in a questionnaire about their age and language contact as well as to perform a grammar and vocabulary test. A correlation analysis showed that an older starting age did in fact have a statistically significant relationship with higher test results and that the participants who reported having more frequent self-regulatory habits of studying French also performed better than the ones with little to no extracurricular exposure. However, a regression analysis did not manage to confirm these correlations and did instead find that other variables such as motivation and which group the participants belonged to have a much stronger significance than mere starting age and the amount of received input. SLA French L2 starting age input level A2 formal setting grammar vocabulary Pearson r coefficient multiple regression analysis ALS français L2 âge de début d'acquisition input niveau A2 environnement formel grammaire vocabulaire coefficient r de Pearson analyse de régression multiple Specific Languages Studier av enskilda språk

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Differences in Second Language Learning Depending on Starting Age and Amount of Exposure