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LANGUAGE APTITUDE AND SECOND LANGUAGE PROFICIENCY INCLASSROOM LEARNERS OF DIFFERENT STARTING AGES

Published online by Cambridge University Press:  01 September 1997

Birgit Harley and
Doug Hart
Birgit Harley
Affiliation:
Ontario Institute for Studies in Education, University of Toronto
Doug Hart
Affiliation:
Ontario Institute for Studies in Education, University of Toronto
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Abstract

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This empirical study investigates the relationship between language aptitude components andsecond language (L2) outcomes among learners whose intensive L2 exposure began at differentages. The learners in this study are 65 11th-grade students in continuing early and late Frenchimmersion programs. Evidence is found to support the main hypothesis that in late immersionstarting in adolescence there will be a positive relationship between L2 outcomes and ananalytical dimension of language aptitude, whereas in early immersion beginning in grade 1 apositive relationship will hold between L2 outcomes and memory ability. A further hypothesisthat early immersion students will have higher language aptitude as a result of their early L2exposure is not supported by the findings.

Information

Type
Research Article
Information
Studies in Second Language Acquisition , Volume 19 , Issue 3 , September 1997, pp. 379 - 400
Copyright
1997 Cambridge University Press