Age and the Rate of Foreign Language Learning

By M. Hawkins, E. A. Soler. 2008

167 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4327a7a371e1716bda0b02279e89769e24eac21f

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Citations in the corpus

Effects of Trait Emotional Intelligence and Sociobiographical Variables on Communicative Anxiety and Foreign Language Anxiety among Adult Multilinguals: A Review and Empirical Investigation (2008, result): “Other studies have shown that younger starters have an advantage over older starters in the area of phonology (see Munoz, 2006 for a recent overview).”
English language education among young learners in East Asia: A review of current research (2004–2014) (2015, background): “This is partially due to a widespread belief that ‘the younger the better’ for language acquisition, despite the lack of empirical evidence supporting this claim in FL contexts (e.g., Muñoz 2006).”
Age Effects in Second Language Learning: Stepping Stones Toward Better Understanding (2013, background): “…language learning, where younger children have been shown to be slower than older children and adolescents (Garcı́a-Mayo & Garcı́a Lecumberri, 2003; Muñoz, 2006), and from the important role that aptitude for explicit learning plays in those adults who are relatively successful (DeKeyser,…”
The use of web questionnaires in second language acquisition and bilingualism research (2010, background): “The reason is that ideally one would wish to have the total number of hours of study (compare Muñoz, 2006) but it is unlikely that participants would remember how many hours of study they had had in a particular foreign language.”
Complexity, accuracy and fluency in second language acquisition (2009, background): “…features, task type, as well as studies on the effects of learning context (e.g. Bygate 1999; Collentine 2004; Derwing and Rossiter 2003; Skehan and Foster 1999; Freed 1995; Freed, Segalowitz and Dewey 2004; Kuiken and Vedder 2007; Muñoz 2006; Spada and Tomita 2007; Yuan and Ellis 2003).”
A Longitudinal Study on the Impact of CLIL on Affective Factors (2015, unknown): “In fact, with the exception of the results in Tragant (2006), student motivation in traditional EFL classrooms tends to decrease over the years of language study and education (Chambers 1999; Davies and Brember 2001; Madrid 2002; Williams et al. 2002; Lorenzo et al. 2009; Fernández and Terrazas…”