Symmetries and Asymmetries of Age Effects in Naturalistic and Instructed L2 Learning

By C. Muñoz. 2008

290 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/e31aa89fe2be3c49db4df33174c86c64a7e8eb88

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. Masatoshi Sato
3. D. Lasagabaster
4. R. Lyster
5. C. Muñoz
6. R. Dekeyser
7. Ángels Llanes
8. A. Doiz

In Language and Linguistics

1. Kazuya Saito
2. Masatoshi Sato
3. D. Lasagabaster
4. R. Lyster
5. K. Rajagopalan
6. C. Muñoz
7. A. Doiz
8. Ángels Llanes

Citations in the corpus

• English achievement and student motivation in CLIL and EFL settings (2011, background): “Munoz ( 2008 ) also argues that the amount and quality of the input of the two learning contexts vary considerably and may affect proficiency.”
• Contrasting Effects of Starting Age and Input on the Oral Performance of Foreign Language Learners (2014, background): “(in both quantity and quality), it may be claimed that in typical FL learning settings amount of exposure never ceases to be a determinant factor, in contrast to Long’s suggestion above (Muñoz 2008).”
• Age Effects in Second Language Learning: Stepping Stones Toward Better Understanding (2013, background): “…if studies aim to make any educational pronouncements, research needs to be conducted in the relevant educational contexts, for instance in foreign language classes if that is the sphere of interest for policy or practice applications (cf. Hyltenstam & Abrahamsson, 2001; Muñoz, 2006, 2007, 2008a).”
• CLIL and motivation: the effect of individual and contextual variables (2014, background): “Muñoz (2008) adds another important variable to the issue regarding the relationship between language learning success and age.”
• The many faces of study abroad: an update on the research on L2 gains emerged during a study abroad experience (2011, background): “The same holds true for the distinction between L2 and FL (see Munoz, 2008 ).”
• Oral corrective feedback in second language classrooms (2012, background): “the impact of pedagogically enhanced CF, owing to the difficulty they might otherwise have in detecting linguistic information in classroom input without guided support (see Lightbown 2008b; Muñoz 2008).”
• Processing empty categories in a second language: When naturalistic exposure fills the (intermediate) gap* (2012, background): “Muñoz (2008) defines two main types of exposure to the L2: classroom and naturalistic exposure.”
• The role of socio-economic factors in motivation to learn English as a foreign language:the case of Chile (2013, unknown): “At the level of the instructional environment, socio-economic factors also play an important role (see e.g Munoz, 2008).”