Second-language acquisition has been shown to be influenced by age of learning (AOL), years of second-language experience and degree of second-language use. This study examined native and second-language speaking rates in a speeded sentence production task; speaking rate was expected to reflect the speed with which processes underlying speech production can be executed. Sixty Spanish-English bilingual adults participated. They differed according to AOL (2–38), years of English Experience (1–45), and percent English Use (10–100). The purpose was to determine the influence of the three just-mentioned factors and their interactions using linear mixed-effects modeling. The primary findings were: (1) a linear AOL effect such that higher AOL predicted lower English relative to Spanish speaking rate (i.e., an AOL effect in both pre- and post-pubescent AOL ranges); (2) opposite effect of English Experience on Spanish and English speaking rates; (3) interaction between Language, AOL and Experience, such that the Experience effect on English speaking rate declined linearly with AOL; (4) a non-significant effect of percent English Use. In addition, strong gender effects and weak education effects were found. The results are discussed in the context of different accounts of AOL-related difficulties with second-language acquisition.

已经证明第二语言习得受到学习年龄（AOL），第二语言经验的年限和第二语言使用程度的影响。这项研究检查了句子制作任务中母语和第二语言的说话率；预计语速会反映语音生成过程的执行速度。六十名西班牙语-英语双语成人参加了比赛。根据美国在线（2-38），英语经验年限（1-45）和英语使用百分比（10-100），它们有所不同。目的是使用线性混合效应模型确定上述三个因素的影响及其相互作用。主要发现是：（1）线性AOL效应，即较高的AOL预测相对于西班牙语的英语水平较低的英语（即，青春期前和青春期后AOL范围内的AOL效应）；（2）英语经验对西班牙语和英语口语率的反作用；（3）语言，美国在线和体验之间的相互作用，从而使体验对英语口语的影响随美国在线而线性下降；（4）英语使用百分比的影响不显着。此外，还发现性别效应强和教育效应弱。在对第二语言习得的AOL相关困难的不同解释的背景下讨论了结果。发现性别影响强而教育效果弱。在对第二语言习得中与AOL相关的困难的不同解释的背景下讨论了结果。发现性别影响强而教育效果弱。在对第二语言习得的AOL相关困难的不同解释的背景下讨论了结果。