Please use this identifier to cite or link to this item: http://hdl.handle.net/2445/164867
Full metadata record
DC FieldValueLanguage
dc.contributor.authorMuñoz Lahoz, Carme-
dc.contributor.authorCadierno, Teresa-
dc.contributor.authorCasas, Isabel-
dc.date.accessioned2020-06-09T09:06:10Z-
dc.date.issued2018-12-
dc.identifier.issn0023-8333-
dc.identifier.urihttp://hdl.handle.net/2445/164867-
dc.description.abstractThis 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.-
dc.format.extent49 p.-
dc.format.mimetypeapplication/pdf-
dc.language.isoeng-
dc.publisherWiley-
dc.relation.isformatofVersió postprint del document publicat a: https://doi.org/10.1111/lang.12309-
dc.relation.ispartofLanguage Learning, 2018, vol. 68, num. 4, p. 1076-1109-
dc.relation.urihttps://doi.org/10.1111/lang.12309-
dc.rights(c) Language Learning Research Club, University of Michigan, 2018-
dc.subject.classificationEnsenyament de llengües-
dc.subject.classificationAdquisició d'una segona llengua-
dc.subject.classificationAnglès-
dc.subject.classificationEducació primària-
dc.subject.classificationDinamarca-
dc.subject.classificationEspanya-
dc.subject.otherLanguage teaching-
dc.subject.otherSecond language acquisition-
dc.subject.otherEnglish language-
dc.subject.otherPrimary education-
dc.subject.otherDenmark-
dc.subject.otherSpain-
dc.titleDifferent starting points for early foreign language learning: A comparative study with Danish and Spanish young learners of English-
dc.typeinfo:eu-repo/semantics/article-
dc.typeinfo:eu-repo/semantics/acceptedVersion-
dc.identifier.idgrec685984-
dc.date.updated2020-06-09T09:06:10Z-
dc.rights.accessRightsinfo:eu-repo/semantics/embargoedAccess-
dc.embargo.lift2020-12-31-
dc.date.embargoEndDateinfo:eu-repo/date/embargoEnd/2020-12-31-
Appears in Collections:Articles publicats en revistes (Llengües i Literatures Modernes i Estudis Anglesos)

Files in This Item:
File Description SizeFormat 
685984.pdf190.36 kBAdobe PDFView/Open    Request a copy


Embargat   Document embargat fins el 31-12-2020


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.