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International Review of Applied Linguistics in Language Teaching

Ed. by Jordens, Peter / Roberts, Leah


IMPACT FACTOR 2017: 1.242

CiteScore 2017: 1.47

SCImago Journal Rank (SJR) 2017: 0.892
Source Normalized Impact per Paper (SNIP) 2017: 0.915

Online
ISSN
1613-4141
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Volume 49, Issue 2

Issues

Input and long-term effects of starting age in foreign language learning

Carmen Muñoz
Published Online: 2011-06-13 | DOI: https://doi.org/10.1515/iral.2011.006

Abstract

This study explores the long-term effects of starting age and the effects of input in an instructed language learning setting. First, with respect to the effects of starting age, the findings suggest that in the long term and after similar amounts of input, starting age is not a predictor of language outcomes. Second, the study examines the effects of input using multiple measures derived from responses to an extended questionnaire. The analysis reveals modest but significant effects of input on participants' proficiency, confirming that input never ceases to play a role in an instructed language learning setting, in contrast with opposite claims from studies of naturalistic language learning.

About the article

Published Online: 2011-06-13

Published in Print: 2011-06-01


Citation Information: IRAL - International Review of Applied Linguistics in Language Teaching, Volume 49, Issue 2, Pages 113–133, ISSN (Online) 1613-4141, ISSN (Print) 0019-042X, DOI: https://doi.org/10.1515/iral.2011.006.

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