THE EFFECT OF EXPERIENCE ON ADULTS' ACQUISITION OF A SECOND LANGUAGE

By James Emil Flege, Serena Liu. Studies in Second Language Acquisition, 2001

382 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/2ec4f27beb93ffaa32ef89b94c89ae0bf8af1122

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Citations in the corpus

Evaluating the effects of chronological age and sentence duration on degree of perceived foreign accent (2006, background): “Second, AOA effects on L2 speech acquisition might be attributed to differences in language use and input (see, e.g., Flege, Frieda, & Nozawa, 1997; Flege & Liu, 2001).”
Nonnative and second-language speech perception : commonalities and complementarities (2007, background): “Second, very little perceptual benefit seems to accrue from additional experience past that initial period for most late learners (see, e.g., Flege & Liu, 2001; Jia et al., 2005, accepted with revisions) 6 : No significant differences have been found between SLA adults with 6-12 months of…”
LEARNING SECOND LANGUAGE SUPRASEGMENTALS: Effect of L2 Experience on Prosody and Fluency Characteristics of L2 Speech (2006, background): “…American variety of English+ Because years of United States residence is an adequate measure of L2 experience only if learners speak the L2 often ~Flege & Liu, 2001!, the participants were asked to estimate their daily use of English overall as well as in a number of situations ~at home, at…”
Second language speech production: Investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels (2016, background): “…timing of first exposure to the L2 (Flege et al., 1995) and with an increasing amount of experience (usually operationalized as LOR in the target country), especially when they use their L2 on a daily basis (Flege & Liu, 2001) and demonstrate high willingness to communicate (Derwing & Munro, 2013).”
A quick, gradient Bilingual Dominance Scale* (2009, background): “However, similar questions gauging how long participants have resided in a given country show that both linguistic environment and restructuring can affect proficiency in second language acquisition (Flege and Liu, 2001).”
Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching (2009, background): “As Flege and Liu (2001) point out, LOR is not necessarily an indication of quality or quantity of L2 input (see also Jia & Aaronson, 2003).”
Perceived foreign accent in first language attrition and second language acquisition: The impact of age of acquisition and bilingualism (2011, background): “In contrast, the ability to attain the native status in speech production after puberty is affected by the overall amount of use of the target language (see also Flege & Liu, 2001; Yeni-Komshian et al., 2000).”
Acquisition of Spanish Gender Agreement in Two Learning Contexts: Study Abroad and At Home (2010, positive): “Flege and Liu (2001) similarly suggested that ‘‘adults’ performance in an L2 will improve measurably over time, but only if they receive a substantial amount of native speaker input’’ (p.”
Interaction between the native and second language phonetic subsystems (2003, background): “For example, Flege and Liu (2001) examined the identification of word-final English consonants by groups of Chinese speakers who had lived in the United States for averages of 2 and 7 years.”
ACOUSTIC ANALYSIS OF THE PRODUCTION OF UNSTRESSED ENGLISH VOWELS BY EARLY AND LATE KOREAN AND JAPANESE BILINGUALS (2006, positive): “…learning+ For example, recent studies suggest that the failure to produce the L2 in a nativelike manner might result from the quality of L2 input ~Flege & Liu, 2001! and from the amount of L1 and L2 use ~Guion, Flege, & Loftin, 2000; Moyer, 2004!+ Additionally, factors that are known to affect…”
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.”