Contrasting Effects of Starting Age and Input on the Oral Performance of Foreign Language Learners

By C. Muñoz. 2014

176 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/545a4c120589496e8721846d8c04b6c78516cda4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Kazuya Saito
2. Jean–Marc Dewaele
3. Yo In’nami
4. Mariko Abe
5. F. Genesee
6. Luke Plonsky
7. Hossein Nassaji
8. Dan Brown

In Language and Linguistics

1. Kazuya Saito
2. Jean–Marc Dewaele
3. Yo In’nami
4. Mariko Abe
5. F. Genesee
6. Chengchen Li
7. Luke Plonsky
8. Xian Zhang

In Literature and Literary Theory

1. Kazuya Saito
2. Jean–Marc Dewaele
3. Yo In’nami
4. Mariko Abe
5. F. Genesee
6. Chengchen Li
7. Lawrence Jun Zhang
8. Xian Zhang

Citations in the corpus

• Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross-Sectional and Longitudinal Study (2018, methodology): “As operationalized in previous EFL studies (Muñoz, 2014; Larson-Hall, 2008; Saito & Hanzawa, 2016), the language backgrounds of the student in our study were surveyed via a structured experience questionnaire—termed here as EFL Experience Questionnaire (see Supporting Information-B).”
• Myths about Early Childhood Bilingualism (2015, background): “These findings attest to the ability of older learners to acquire a second language relatively quickly and, arguably, more quickly than younger learners in school contexts (see also Muñoz, 2014).”