Search results

1

L2 learner age from a contextualised perspective

100%

Mihaljevic Djigunovic J.

Studies in Second Language Learning and Teaching

|

2014

|

vol. 4

|

issue 3

419-441

EN

In this qualitative study the author focuses on age effects on young learners’ L2 development by comparing the L2 learning processes of six young learners in an instructed setting: three who had started learning English as L2 at age 6/7 and three who had started at age 9/10. Both earlier and later young beginners were followed for three years (during their second, third and fourth year of learning English). The participants’ L2 development was measured through their oral output elicited by a two-part speaking task administered each year. Results of the analyses are interpreted taking into account each learners’ individual characteristics (learning ability, attitudes and motivation, self-concept) and the characteristics of the context in which they were learning their L2 (attitudes of school staff and parents to early L2 learning, home support, in-class and out-of-class exposure to L2, socio-economic status). The findings show that earlier and later young beginners follow different trajectories in their L2 learning, which reflects different interactions which age enters into with the other variables.

2

Age effects on the acquisition of nominal and verbal inflections in an instructed setting

100%

Pfenninger S. E.

Studies in Second Language Learning and Teaching

|

2011

|

vol. 1

|

issue 3

401-420

EN

This study examines evidence for the hypothesis (e.g., Muñoz, 2006) that an early starting age is not necessarily more beneficial to the successful learning of L2 inflectional morphology in strictly formal instructional settings. The present author investigated the quantitative and qualitative differences in the production and reception of 5 selected inflectional morphemes in English written performance and competence tasks by 100 early classroom learners and 100 late classroom learners of the same age. While an earlier age of first exposure and a longer instructional period was not associated with higher accuracy scores, the findings suggest distinct patterns in the productive and receptive knowledge abilities of inflectional morphology; the late classroom learners’ superiority seems to be rooted in their greater reliance upon memory-based item-by-item associative learning, as they are significantly stronger on tasks that might cause semantic difficulties, whereas the early classroom learners are marginally better on pattern-based processes for certain morphemes. This finding possibly supports Ullman’s (2005) proposal that, as procedural memory declines with age, older starters have difficulty in discovering regularities in the input and thus over-rely on the declarative memory system in L2 learning.

3

Age effects on the acquisition of nominal and verbal inflections in an instructed setting

100%

Pfenninger S. E.

Studies in Second Language Learning and Teaching

|

2011

|

vol. 1

|

issue 3

401-420

EN

This study examines evidence for the hypothesis (e.g., Muñoz, 2006) that an early starting age is not necessarily more beneficial to the successful learning of L2 inflectional morphology in strictly formal instructional settings. The present author investigated the quantitative and qualitative differences in the production and reception of 5 selected inflectional morphemes in English written performance and competence tasks by 100 early classroom learners and 100 late classroom learners of the same age. While an earlier age of first exposure and a longer instructional period was not associated with higher accuracy scores, the findings suggest distinct patterns in the productive and receptive knowledge abilities of inflectional morphology; the late classroom learners’ superiority seems to be rooted in their greater reliance upon memory-based item-by-item associative learning, as they are significantly stronger on tasks that might cause semantic difficulties, whereas the early classroom learners are marginally better on pattern-based processes for certain morphemes. This finding possibly supports Ullman’s (2005) proposal that, as procedural memory declines with age, older starters have difficulty in discovering regularities in the input and thus over-rely on the declarative memory system in L2 learning.

4

L2 learner age from a contextualised perspective

100%

Mihaljeviđ Djigunoviđ J.

Studies in Second Language Learning and Teaching

|

2014

|

vol. 4

|

issue 3

419-441

EN

In this qualitative study the author focuses on age effects on young learners’ L2 development by comparing the L2 learning processes of six young learners in an instructed setting: three who had started learning English as L2 at age 6/7 and three who had started at age 9/10. Both earlier and later young beginners were followed for three years (during their second, third and fourth year of learning English). The participants’ L2 development was measured through their oral output elicited by a two-part speaking task administered each year. Results of the analyses are interpreted taking into account each learners’ individual characteristics (learning ability, attitudes and motivation, self-concept) and the characteristics of the context in which they were learning their L2 (attitudes of school staff and parents to early L2 learning, home support, in-class and out-of-class exposure to L2, socio-economic status). The findings show that earlier and later young beginners follow different trajectories in their L2 learning, which reflects different interactions which age enters into with the other variables.

5

The significance of student age variance in estimating value added measures for Polish lower secondary schools

72%

Jasińska-Maciążek A.

Edukacja

|

2017

|

issue 2(2017)

113–135

EN

Research shows that there are at least four age related factors correlated with the level of school achievement and improvement: month of birth, early or delayed school entry and grade retention. Educational value added (EVA) measures are used in the evaluation of school effectiveness. They are estimated from relative increases in achievement. However, Polish EVA models do not include student age, which may bias the calculated indicators. This article presents findings from a study estimating the magnitude of this bias for Polish lower secondary schools over four years (2010–2013). The results demonstrated that the inclusion of student age only slightly changed EVA estimates. The bias caused by omitting age in recent years seems, therefore, rather minor.

6

Complexity of ageeffects and its implications for instruction: the case of 50+ learners

72%

Klimczak-Pawlak A., Kossakowska-Pisarek S., Klimczak-Pawlak A., Kossakowska-Pisarek S.

Kwartalnik Neofilologiczny

|

2019

|

issue 1

7

Wpływ zróżnicowania wieku uczniów na szacowanie gimnazjalnych wskaźników edukacyjnej wartości dodanej

58%

Jasińska-Maciążek A.

Edukacja

|

2015

|

issue 2(133)

115–138

PL

Badania pokazują, że nie tylko poziom osiągnięć szkolnych, lecz także ich przyrost zależy od wieku uczniów. Znaczenie ma zarówno miesiąc urodzenia osób z tego samego rocznika, jak również fakt bycia młodszym lub starszym od dominującej grupy wiekowej. Wskaźniki edukacyjnej wartości dodanej (EWD) wykorzystywane są w ewaluacji pracy szkół. Istotą ich szacowania jest pomiar względnych przyrostów osiągnięć. W polskich modelach EWD nie wykorzystuje się jednak informacji o wieku uczniów, przez co wyliczone wskaźniki mogą być obciążone. W artykule przedstawiono wyniki badania szacującego wielkość tego obciążenia. Do analiz wykorzystano dane egzaminacyjne polskich gimnazjalistów z czterech sesji egzaminacyjnych (przeprowadzonych w latach szkolnych 2009/2010–2012/2013). Wyniki pokazały, że uwzględnienie w modelach EWD informacji o wieku uczniów w bardzo niewielkim stopniu zmienia oszacowania wskaźników, czyli że wspomniane obciążenie było w ostatnich latach znikome.

XX

Research shows that there are at least four age related factors correlated with the level of school achievement and improvement: month of birth, early or delayed school entry and grade retention. Educational value added (EVA) measures are used in the evaluation of school effectiveness. They are estimated from relative increases in achievement. However, Polish EVA models do not include pupil age, which may bias the indicators calculated. The article presents findings from a study estimating the magnitude of this bias for Polish lower secondary schools over the four years (2010–2013). The results demonstrated that inclusion of pupil age only slightly changed EVA estimates. Bias caused by omission of age over recent years seemed, therefore, rather minor.

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4 Studies in Second Language Learning and Teaching

2 Edukacja

1 Kwartalnik Neofilologiczny

2 Jasińska-Maciążek A.

2 Pfenninger S. E.

1 Klimczak-Pawlak A.

1 Kossakowska-Pisarek S.

1 Mihaljevic Djigunovic J.

1 Mihaljeviđ Djigunoviđ J.

1 2019

1 2017

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2 2014

2 2011

L2 learner age from a contextualised perspective

Age effects on the acquisition of nominal and verbal inflections in an instructed setting

Age effects on the acquisition of nominal and verbal inflections in an instructed setting

L2 learner age from a contextualised perspective

The significance of student age variance in estimating value added measures for Polish lower secondary schools

Complexity of ageeffects and its implications for instruction: the case of 50+ learners

Wpływ zróżnicowania wieku uczniów na szacowanie gimnazjalnych wskaźników edukacyjnej wartości dodanej