Effects of an early start in learning English as a foreign language on reading and listening comprehension in Year 9

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Raphaela Porsch, Stefan Schipolowski, Camilla Rjosk, Karoline A. Sachse
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Abstract

Abstract For years now, all over Europe a debate has been ongoing concerning the effectiveness of an early start in learning a foreign language. This paper presents findings from a representative large-scale assessment study from Germany and seeks to examine the relationship between receptive skills in English as a foreign language (EFL) of students in Year 9 and their EFL learning onset age. We examined the differences in achievement of early starters – i.e., students who started learning English either before Year 3 or in Year 3 – in comparison with late starters defined as students instructed in EFL from Year 4 or 5 using a sample of more than 30,000 students. The results from multilevel regression modelling point to long-term advantages in reading and listening comprehension for students with an early onset of English instruction in primary school compared to students who began later. The paper finishes by discussing the results and suggesting further research in this field.
较早开始英语作为外语学习对九年级学生阅读和听力理解的影响
多年来,在整个欧洲,关于早期开始学习外语的有效性的争论一直在进行。本文介绍了德国一项具有代表性的大规模评估研究的结果,旨在探讨九年级学生英语接受技能与其英语学习开始年龄之间的关系。我们对3万多名学生的样本进行了研究,比较了早开始者(即在3年级之前或3年级开始学习英语的学生)与晚开始者(即从4年级或5年级开始学习英语的学生)在成绩上的差异。多层回归模型的结果表明,较早接受小学英语教学的学生在阅读和听力理解方面比较晚接受英语教学的学生具有长期优势。文章最后对研究结果进行了讨论,并对该领域的进一步研究提出了建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.30
自引率
7.70%
发文量
0
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