Abstract This study investigated 276 Danish first and third graders’ proficiency in English as a foreign language (FL) in relation to several socio-affective factors after their first year of instruction. The results showed that (a) both age groups made similar gains in receptive vocabulary and grammar, suggesting a similar rate of learning in this short time span; (b) the two groups had different socio-affective profiles. Younger learners exhibited lower levels of FL classroom anxiety and more positive English competence beliefs but had a less incremental mindset and relied more on external authorities as a source of motivation. In contrast, older learners relied less on external authorities and showed a more incremental mindset but exhibited higher levels of FL classroom anxiety and less positive English competence beliefs; and (c) only four socio-affective factors had a clear impact on proficiency: English competence beliefs and an incremental mindset had a positive influence while FL classroom anxiety and the influence of external authorities had a negative influence. The pedagogical implications of the different socio-affective strengths and weaknesses that characterize children in the two age groups are discussed.

中文翻译：

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丹麦年轻和年长小学英语学习者个体差异的作用

摘要 本研究调查了 276 名丹麦一年级和三年级学生在第一年教学后的几个社会影响因素的英语作为外语 (FL) 的熟练程度。结果显示（a）两个年龄组在接受性词汇和语法方面取得了相似的进步，表明在这短时间跨度内的学习率相似；(b) 这两个群体有不同的社会情感特征。年轻的学习者表现出较低水平的 FL 课堂​​焦虑和更积极的英语能力信念，但具有较少的渐进式思维方式，更多地依赖外部权威作为动力来源。相比之下，年龄较大的学习者较少依赖外部权威，表现出更多的渐进心态，但表现出更高水平的 FL 课堂​​焦虑和不太积极的英语能力信念；(c) 只有四个社会影响因素对熟练程度有明显影响：英语能力信念和渐进心态有积极影响，而 FL 课堂​​焦虑和外部权威的影响有消极影响。讨论了两个年龄组儿童的不同社会情感优势和劣势对教学的影响。