The Long‐Term Proficiency of Early, Middle, and Late Starters Learning English as a Foreign Language at School: A Narrative Review and Empirical Study,Language Learning

当前位置： X-MOL 学术 › Lang. Learn. › 论文详情

Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)

The Long‐Term Proficiency of Early, Middle, and Late Starters Learning English as a Foreign Language at School: A Narrative Review and Empirical Study
Language Learning ( IF 3.5 ) Pub Date : 2020-06-21 , DOI: 10.1111/lang.12414
Jürgen Baumert ₁ , Johanna Fleckenstein ₂ , Michael Leucht ₂ , Olaf Köller ₂ , Jens Möller ₃

Affiliation

Throughout Europe, there is a growing trend for students to start learning foreign languages at elementary school. Although policymakers expect early‐start programs to boost second language skills, empirical findings are mixed; recent studies have raised many questions. In this large‐scale study, we aimed to close some of these gaps. We examined the effects of early‐start English on receptive language proficiency in a random sample of 19,858 students from 1,431 Year 9 classes in Germany, comparing the reading and listening comprehension of early starters (English from Year 1), a middle group (Year 3), and late starters (Year 5), and analyzing to what extent foreign language instruction at secondary level builds on students’ existing knowledge. By Year 9, the proficiency levels of the three groups differed only slightly. We provide evidence that this lack of long‐term impact may be attributable to English teaching at secondary level being insufficiently adaptive to students’ prior knowledge.

中文翻译：

早期，中级和晚期初学者在学校学习英语作为外语的长期能力：叙事回顾和实证研究

在整个欧洲，学生开始在小学学习外语的趋势越来越大。尽管政策制定者期望提早启动计划可以提高第二语言技能，但实证研究结果参差不齐。最近的研究提出了许多问题。在这项大规模研究中，我们旨在缩小其中的一些差距。我们随机抽取了德国1,431个9年级学生中的19,858名学生作为样本，研究了早期英语对接受语言能力的影响，比较了初中英语（一年级的英语）和中级学生（三年级）的阅读和听力理解能力。）和较晚的入门课程（五年级），并分析中学的外语教学在多大程度上基于学生的现有知识。到第9年级，这三组的熟练程度仅略有不同。

更新日期：2020-06-21

点击分享查看原文

点击收藏

公开下载

阅读更多本刊最新论文