Please use this identifier to cite or link to this item: http://hdl.handle.net/2445/164867
Title: Different starting points for early foreign language learning: A comparative study with Danish and Spanish young learners of English
Author: Muñoz Lahoz, Carme
Cadierno, Teresa
Casas, Isabel
Keywords: Ensenyament de llengües
Adquisició d'una segona llengua
Anglès
Educació primària
Dinamarca
Espanya
Language teaching
Second language acquisition
English language
Primary education
Denmark
Spain
Issue Date: Dec-2018
Publisher: Wiley
Abstract: This study compared receptive English grammar skills of two groups of 7‐ and 9‐year‐old Danish children at the beginning of second language (L2) instruction in English, and two groups of Spanish/Catalan children of the same age after several years of instruction. The study examined the influence of two language‐related factors (receptive vocabulary skills, cognate linguistic distance) and two context‐related factors (amount of formal instruction, frequency of exposure to English outside school), additionally focusing on the gender variable. Results revealed that the amount of formal instruction had a lesser role in the children's receptive grammar knowledge than cognate linguistic distance and out‐of‐school contact with English (particularly with audiovisual material). These factors may explain why Danish children's receptive knowledge of English prior to school instruction is largely similar to that of Spanish children after several years of instruction, revealing a sharp contrast in their respective starting points for L2 learning.
Note: Versió postprint del document publicat a: https://doi.org/10.1111/lang.12309
It is part of: Language Learning, 2018, vol. 68, num. 4, p. 1076-1109
URI: http://hdl.handle.net/2445/164867
Related resource: https://doi.org/10.1111/lang.12309
ISSN: 0023-8333
Appears in Collections:Articles publicats en revistes (Llengües i Literatures Modernes i Estudis Anglesos)

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