The impact of early foreign language learning on language proficiency development from middle to high school
Research output: Contribution to journal › Journal article › Research › peer-review
Early foreign language instruction has become the norm across Europe. Expected benefits for students include linguistic advantages and ease of learning the second language (L2). However, research rarely supports these assertions. The present study investigated the receptive skills of two cohorts of English as a Foreign Language (EFL) learners in Years 5, 7, and 9 in Germany. The cohorts differed in their age of EFL onset in elementary school and, consequently, in the amount of exposure before secondary school. Linear mixed model analyses were employed to account for the hierarchical structure of the data. Learners with an earlier start performed better in Years 5 and 9 than late starters, suggesting possible long-term benefits of an earlier start. In Year 7, late starters scored higher on the proficiency assessment. Across the Year 5–9 span, the effects of learner characteristics’ on English proficiency remained stable for gender, L1, grades, cognitive abilities, and cultural capital.
Original language | English |
---|---|
Article number | 102763 |
Journal | System |
Volume | 106 |
ISSN | 0346-251X |
DOIs | |
Publication status | Published - Jun 2022 |
Externally published | Yes |
Bibliographical note
Funding Information:
This research was in part funded by the Mercator Stiftung .
Publisher Copyright:
© 2022 The Author(s)
- Early foreign language learning, Learner characteristics, Linear mixed modeling, Receptive language skills
Research areas
ID: 362228213