- We will send in 10–14 business days.
/images/books/12197460/9781783097616.jpg)
- Author: Simone E Pfenninger
- Publisher: Multilingual Matters Limited
- ISBN-10: 1783097612
- ISBN-13: 9781783097616
- Format: 15.5 x 23.4 x 1.8 cm, softcover
- Language: English
- SAVE -10% with code: EXTRA
Beyond Age Effects in Instructional L2 Learning (e-book) (used book) | bookbook.eu
Reviews
Description
This book constitutes a holistic study of how and why late starters surpass early starters in comparable instructional settings. Combining advanced quantitative methods with individual-level qualitative data, it examines the role of age of onset in the context of the Swiss multilingual educational system and focuses on performance at the beginning and end of secondary school, thereby offering a long-term view of the teenage experience of foreign language learning. The study scrutinised factors that seem to prevent young starters from profiting from their extended learning period and investigated the mechanisms that enable late beginners to catch up with early beginners relatively quickly. Taking account of contextual factors, individual socio-affective factors and instructional factors within a single longitudinal study, the book makes a convincing case that age of onset is not only of minimal relevance for many aspects of instructed language acquisition, but that in this context, for a number of reasons, a later onset can be beneficial.
EXTRA 10 % discount with code: EXTRA
The promotion ends in 20d.20:22:28
The discount code is valid when purchasing from 10 €. Discounts do not stack.
- Author: Simone E Pfenninger
- Publisher: Multilingual Matters Limited
- ISBN-10: 1783097612
- ISBN-13: 9781783097616
- Format: 15.5 x 23.4 x 1.8 cm, softcover
- Language: English English
This book constitutes a holistic study of how and why late starters surpass early starters in comparable instructional settings. Combining advanced quantitative methods with individual-level qualitative data, it examines the role of age of onset in the context of the Swiss multilingual educational system and focuses on performance at the beginning and end of secondary school, thereby offering a long-term view of the teenage experience of foreign language learning. The study scrutinised factors that seem to prevent young starters from profiting from their extended learning period and investigated the mechanisms that enable late beginners to catch up with early beginners relatively quickly. Taking account of contextual factors, individual socio-affective factors and instructional factors within a single longitudinal study, the book makes a convincing case that age of onset is not only of minimal relevance for many aspects of instructed language acquisition, but that in this context, for a number of reasons, a later onset can be beneficial.
Reviews