<abstract xmlns="http://www.w3.org/1999/xhtml"><p>The quantity of target language input available to learners contributes to the understanding of target language development. The present paper reports on a longitudinal study of the relationship between the amount of non-native teachers’ EFL input and learners’ aural achievement in instructed SLA. Young learners (N=132) were followed over a three-year period. High variability in teacher use of EFL was found. Results of correlational analyses and group comparisons pointed to a longitudinal advantage of participants exposed to instruction dominated by teacher target language use during their first two years of formal EFL learning. Directions for future research on the use of different languages and their relation to learners’ achievement are discussed in the context of early formal foreign language study.</p></abstract>

The quantity of target language input available to learners contributes to the understanding of target language development. The present paper reports on a longitudinal study of the relationship between the amount of non-native teachers’ EFL input and learners’ aural achievement in instructed SLA. Young learners (N=132) were followed over a three-year period. High variability in teacher use of EFL was found. Results of correlational analyses and group comparisons pointed to a longitudinal advantage of participants exposed to instruction dominated by teacher target language use during their first two years of formal EFL learning. Directions for future research on the use of different languages and their relation to learners’ achievement are discussed in the context of early formal foreign language study.

Teacher target language input and young learners’ aural comprehension of English

ExELL

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The quantity of target language input available to learners contributes to the understanding of target language development. The present paper reports on a...

Teacher target language input and young learners’ aural comprehension of English

Publié en ligne: 08 mars 2022

Pages: 1 - 25

Reçu: 08 déc. 2021

Accepté: 04 janv. 2022

DOI: https://doi.org/10.2478/exell-2022-0001

Mots clés
young learners, amount of teacher’s use of EFL, listening comprehension, L1 use

© 2021 Mirna Erk et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Teacher target language input and young learners’ aural comprehension of English

Publié en ligne: 08 mars 2022

Pages: 1 - 25

Reçu: 08 déc. 2021

Accepté: 04 janv. 2022

DOI: https://doi.org/10.2478/exell-2022-0001

Mots clésyoung learners, amount of teacher’s use of EFL, listening comprehension, L1 use

© 2021 Mirna Erk et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
young learners, amount of teacher’s use of EFL, listening comprehension, L1 use