Age of Onset and Nativelikeness in a Second Language: Listener Perception Versus Linguistic Scrutiny

By Niclas Abrahamsson, Kenneth Hyltenstam. 2009

666 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/16ee97e9ed2d9fb231bef4fb7cb2619e27bf67c0

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Citations in the corpus

Age of onset, length of residence, language aptitude, and ultimate L2 attainment in three linguistic domains (2013, methodology): “In the methodologically most sophisticated, comprehensive study of ultimate L2 abilities as a function of AO to date, Abrahamsson and Hyltenstam (2009) obtained a pool of 195 Spanish/Swedish bilinguals with AOs ranging from 1 to 47 years, all of whom identified themselves as potentially native-like…”
Perceived foreign accent in first language attrition and second language acquisition: The impact of age of acquisition and bilingualism (2011, background): “…the reference groups in speech production studies typically consist of monolingual native speakers of the target language (e.g., Flege et al., 2006) or native speakers who overwhelmingly use the target language but might have some knowledge of other languages (e.g., Abrahamsson & Hyltenstam, 2009).”
A systematic review of transfer studies in third language acquisition (2018, background): “…lingering effects of L1 transfer, even at so-called near native levels of L2 acquisition, show that such an assumption would be inappropriate (e.g., Abrahamsson and Hyltenstam, 2009; Bylund, Abrahamsson, and Hyltenstam, 2012; Clahsen and Felser, 2006; DeKeyser, 2000; Granena and Long, 2013;…”
Language Proficiency in Native and Nonnative Speakers: An Agenda for Research and Suggestions for Second-Language Assessment (2011, neutral): “The L2-ers in the study of Bongaers et al. (1997), who were indistinguishable from L1-ers, all had received a higher education, whereas the participants in the study of Abrahamsson and Hyltenstam (2009) minimally had 12 years of schooling (no less than senior high school).”
Age Effects in Second Language Learning: Stepping Stones Toward Better Understanding (2013, background): “…certain aspects of the target language, however, further development can be expected for a much longer period of time, for instance in the case of vocabulary, collocations (Abrahamsson & Hyltenstam, 2009; Flege et al., 1999), phonetic detail (Flege & Liu, 2001), or perhaps degrees of automaticity.”
Video-Based Interaction, Negotiation for Comprehensibility, and Second Language Speech Learning: A Longitudinal Study (2017, background): “Yet, other researchers have pointed out that such tasks allow adult L2 learners to carefully monitor their correct production, potentially drawing on their metalinguistic knowledge (Abrahamsson & Hyltenstam, 2009).”
The effects of contact on native language pronunciation in an L2 migrant setting* (2009, background): “The participants in this study acquired their native language, and only their native language, in full during childhood: their process of L1 acquisition was unaffected by maturational constraints (Abrahamsson and Hyltenstam, 2009).”
AGE OF ONSET AND NATIVELIKE L2 ULTIMATE ATTAINMENT OF MORPHOSYNTACTIC AND PHONETIC INTUITION (2012, methodology): “Although ages 12–13 still appear often in SLA research, either as an observed cutoff point in studies of nativelike L2 ultimate attainment (UA; e.g., Abrahamsson & Hyltenstam, 2008 , 2009 ) or as an a priori dividing point in studies comparing early and late learners (e.g., Flege, Yeni-Komshian, &…”
Myths about Early Childhood Bilingualism (2015, methodology): “In this regard, research conducted in Sweden by Abrahamsson and Hyltenstam (2009) examined the language abilities of long-term residents of Sweden who had migrated to Sweden at different ages, including the preschool years. In comparison with native Swedish speakers, most preschool-age immigrants in”
Early language experience facilitates the processing of gender agreement in Spanish heritage speakers* (2013, background): “This in turn leads to differences in the nature of linguistic knowledge (Bley-Vroman, 2009), in patterns of language processing (Clahsen & Felser, 2006), and in degree of ultimate attainment (Abrahamsson & Hyltenstam, 2009).”