The Influence of Exposure, Parents, and Linguistic Distance on Young European Learners' Foreign Language Comprehension

Autor/inn/en	Lindgren, Eva; Munoz, Carmen
Titel	The Influence of Exposure, Parents, and Linguistic Distance on Young European Learners' Foreign Language Comprehension
Quelle	In: International Journal of Multilingualism, 10 (2013) 1, S.105-129 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2012.679275
Schlagwörter	Reading Tests; Reading Skills; Longitudinal Studies; Interaction; Foreign Countries; Second Language Learning; Films; Listening Skills; Parent Background; Educational Attainment; Questionnaires; Parent Attitudes; Scores; Statistical Analysis; Predictor Variables; Correlation; Language Usage; Work Environment; Parent Child Relationship; Parent Influence; Listening Comprehension Tests; Second Language Instruction; English (Second Language); French; Elementary School Students; Croatia; Italy; Netherlands; Poland; Spain; Sweden; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lesetest; Reading skill; Lesefertigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interaktion; Ausland; Zweitsprachenerwerb; Film; Elternhaus; Bildungsabschluss; Bildungsgut; Fragebogen; Elternverhalten; Statistische Analyse; Prädiktor; Korrelation; Sprachgebrauch; Arbeitsmilieu; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Hörverstehensübung; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Französisch; Kroatien; Italien; Niederlande; Polen; Spanien; Schweden
Abstract	The project Early Language Learning in Europe (ELLiE) has studied the longitudinal effects of an early foreign language (FL) start in seven European contexts. This article presents a sub-study of ELLiE that investigates the impact of out-of-school factors on learners' listening and reading skills in year four of formal FL instruction. More specifically, we include parents' educational level, parents' use of the FL professionally, exposure, interaction and cognate linguistic distance. Data were collected by means of listening and reading tests and a parents' questionnaire. Results of the statistical analyses show that cognate linguistic distance was the strongest predictor of both listening and reading scores, followed closely by exposure, and parents' FL use at work and international interaction at some distance. Parents' educational levels only impacted on reading scores, and domestic interaction did not have any effect on listening or reading. Furthermore, the results confirm previous research on young learners' incidental FL acquisition through watching subtitled films, as watching films was the most powerful exposure type for both listening and reading. Parents' use of FL at work correlated significantly with exposure, indicating that the influence of parents would have an effect on the opportunities for their children's FL exposure. (Contains 6 tables, 2 figures and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10