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
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.
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