Education and Input as Predictors of Second Language Attainment in Naturalistic Contexts
This study examines the effects of education and input as predictors of adult second language acquisition in naturalistic contexts. L1 Albanian learners of Greek who differed in amount of schooling (from 4 to 16 years) and length of residence (from 8 to 27 years) completed elicitation tasks that tes...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2019-09-01
|
| Series: | Languages |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2226-471X/4/3/70 |
| _version_ | 1817997012540325888 |
|---|---|
| author | Eleni Janko Ewa Dąbrowska James A. Street |
| author_facet | Eleni Janko Ewa Dąbrowska James A. Street |
| author_sort | Eleni Janko |
| collection | DOAJ |
| description | This study examines the effects of education and input as predictors of adult second language acquisition in naturalistic contexts. L1 Albanian learners of Greek who differed in amount of schooling (from 4 to 16 years) and length of residence (from 8 to 27 years) completed elicitation tasks that tested mastery of gender and number agreement, and past tense morphology. In addition, samples of spontaneous speech were assessed for fluency, grammatical complexity, and lexical richness in order to establish the learners’ overall proficiency in the L2. We hypothesized that education would facilitate attention to form and hence lead to better attainment of grammatical distinctions with relatively low functional load, particularly when these are complex. Quantity of input would be most strongly associated with aspects of language that are most relevant to communication, and in particular, fluency. These predictions were largely confirmed: education accounted for 15% of the variance on adjective number agreement and between 31% and 38% of the variance in performance on past tense morphology, which is considerably more complex. Fluency and clausal density, in contrast, were associated with length of residence but not with education. |
| first_indexed | 2024-04-14T02:30:49Z |
| format | Article |
| id | doaj.art-397142564aa14be3bd0efe15bda5da86 |
| institution | Directory Open Access Journal |
| issn | 2226-471X |
| language | English |
| last_indexed | 2024-04-14T02:30:49Z |
| publishDate | 2019-09-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Languages |
| spelling | doaj.art-397142564aa14be3bd0efe15bda5da862022-12-22T02:17:40ZengMDPI AGLanguages2226-471X2019-09-01437010.3390/languages4030070languages4030070Education and Input as Predictors of Second Language Attainment in Naturalistic ContextsEleni Janko0Ewa Dąbrowska1James A. Street2Department of Humanities, Northumbria University, Newcastle upon Tyne NE1 8ST, UKDepartment of English and American Studies, Friedrich-Alexander-Universität Erlangen-Nürnberg, Bismarckstr. 6, 91054 Erlangen, GermanyDepartment of Humanities, Northumbria University, Newcastle upon Tyne NE1 8ST, UKThis study examines the effects of education and input as predictors of adult second language acquisition in naturalistic contexts. L1 Albanian learners of Greek who differed in amount of schooling (from 4 to 16 years) and length of residence (from 8 to 27 years) completed elicitation tasks that tested mastery of gender and number agreement, and past tense morphology. In addition, samples of spontaneous speech were assessed for fluency, grammatical complexity, and lexical richness in order to establish the learners’ overall proficiency in the L2. We hypothesized that education would facilitate attention to form and hence lead to better attainment of grammatical distinctions with relatively low functional load, particularly when these are complex. Quantity of input would be most strongly associated with aspects of language that are most relevant to communication, and in particular, fluency. These predictions were largely confirmed: education accounted for 15% of the variance on adjective number agreement and between 31% and 38% of the variance in performance on past tense morphology, which is considerably more complex. Fluency and clausal density, in contrast, were associated with length of residence but not with education.https://www.mdpi.com/2226-471X/4/3/70adult immigrationlow educationinputoral skillsmorphology |
| spellingShingle | Eleni Janko Ewa Dąbrowska James A. Street Education and Input as Predictors of Second Language Attainment in Naturalistic Contexts Languages adult immigration low education input oral skills morphology |
| title | Education and Input as Predictors of Second Language Attainment in Naturalistic Contexts |
| title_full | Education and Input as Predictors of Second Language Attainment in Naturalistic Contexts |
| title_fullStr | Education and Input as Predictors of Second Language Attainment in Naturalistic Contexts |
| title_full_unstemmed | Education and Input as Predictors of Second Language Attainment in Naturalistic Contexts |
| title_short | Education and Input as Predictors of Second Language Attainment in Naturalistic Contexts |
| title_sort | education and input as predictors of second language attainment in naturalistic contexts |
| topic | adult immigration low education input oral skills morphology |
| url | https://www.mdpi.com/2226-471X/4/3/70 |
| work_keys_str_mv | AT elenijanko educationandinputaspredictorsofsecondlanguageattainmentinnaturalisticcontexts AT ewadabrowska educationandinputaspredictorsofsecondlanguageattainmentinnaturalisticcontexts AT jamesastreet educationandinputaspredictorsofsecondlanguageattainmentinnaturalisticcontexts |