Childhood bilingualism and adult language learning aptitude

Eisenstein, Miriam

doi:10.1111/j.1464-0597.1980.tb00888.x

Cited by 63 publications

(27 citation statements)

References 4 publications

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“…As the bilingual subjects of the present study are considered as early sequential bilinguals, the results of the study support Eisenstein's (1980) findings who stated that learning L2 in childhood, would affect L3 learning in adolescence.…”

Section: Resultssupporting

confidence: 89%

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The Effect of Bilinguality on L3 Breadth of Vocabulary Knowledge and Word Reading Skill

Kassaian¹,

Esmae’li²

2011

TPLS

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Abstract-The present study aims at comparing the performance of bilingual EFL students with monolingual EFL students on vocabulary knowledge test and word reading skill test. 30 Armenian-Persian bilinguals and 30 Persian monolinguals participated in this study. The participants were homogeneous in terms of sex (they were all female), nationality (they were all Iranian), age (17-18 years old), and level of instruction (lower intermediate). Nation's Vocabulary Levels Test was used to measure the breadth of vocabulary knowledge and the Burt Word Reading Test was used in order to measure the participants' word reading skill. The results of the data analyses showed that bilinguality is highly correlated with breadth of vocabulary knowledge and reading skill. In other words, bilingual participants have larger size of vocabulary knowledge and they enjoy better word reading skill. The results are interpreted to have implications for EFL methodologists and syllabus designers.Index Terms-bilinguals, monolinguals, breadth of vocabulary knowledge, word reading skill, learning

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Section: Resultssupporting

confidence: 89%

“…In fact the results of the present study are in line with the previous studies which have shown that bilingualism results in more efficient foreign language learning (cf. Lerea & Laporta, 1971;Cummins, 1979;Eisenstein, 1980;Ringbom, 1985;Thomas, 1988;Valencia & Cenoz, 1992;Zobl, 1993;Sanz, 2000;Hoffman, 2001;Keshavarz, 2004;Maghsudi, 2006).…”

Section: Resultsmentioning

confidence: 99%

The Effect of Bilinguality on L3 Breadth of Vocabulary Knowledge and Word Reading Skill

Kassaian¹,

Esmae’li²

2011

TPLS

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“…Two decades later, and on the basis of the many studies of language aptitude conducted in that period, Carroll learning experience may enhance language learning aptitude (Eisenstein, 1980;Mayberry, 1993;McLaughlin, 1990). Research on this issue has been scarce and has not provided conclusive evidence either for or against stability in language aptitude (see Harley & Hart, 1997;.…”

Section: Ii1 Language Learning Aptitude and Memorymentioning

confidence: 99%

Differences in Attainment and Performance in a Foreign Language: The Role of Working Memory Capacity

Gilabert¹,

Muñoz²

2010

ijes

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The goal of this study is to investigate the role of working memory capacity in L2 attainment and performance. The study uses an L1 reading span task to measure working memory of a group of 59 highintermediate/advanced learners of English, and a film retelling task to measure their oral production. The analysis first showed a moderate to high correlation between proficiency measured by a general proficiency test and learners' fluency, lexical complexity, and accuracy but not structural complexity on the retelling task. Secondly, no correlation was found between overall proficiency and working memory. Thirdly, a weak correlation was found between fluency and lexical complexity, and working memory. When the group was split into top and bottom levels of proficiency, moderate correlations were found between lexical complexity and working memory only for the high-proficiency group. The results are discussed in the light of previous research. KEY WORDS:Working memory, language learning aptitude, fluency, lexical complexity, structural complexity, accuracy, narrative performance. RESUMENEl objetivo de este estudio es investigar el rol de la capacidad de memoria operativa en la proficiencia y la producción en una L2. El estudio utiliza una tarea de reading span en la L1 para medir la memoria operativa de un grupo de 59 estudiantes de inglés de nivel intermedio alto/avanzado, y una tarea narrativa para medir su producción oral. Los análisis muestran correlaciones significativas entre la proficiencia medida por un test de proficiencia general y la fluidez, complejidad léxica, y corrección, aunque no con la complejidad estructural. Las correlaciones también son positivas y significativas entre la memoria operativa y la fluidez y complejidad léxica, pero no se observa una correlación significativa entre la proficiencia general y la memoria operativa. Cuando se divide el grupo entre los niveles más altos y más bajos se encuentran correlaciones moderadas entre la complejidad léxica y la memoria operativa sólo para el grupo de proficiencia alta. Los resultados se analizan en base a los escasos trabajos previos.

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“…In this case, Spanish and Basque speakers with similar levels of proficiency in each had no advantage in learning the speech sounds of English over speakers who were more fluent in one than the other. The benefits of limited bilingualism are especially likely to emerge when the students have received formal instruction in their second language (Eisenstein, 1980). One study showed that children who received classroom instruction in a second language performed better on tests of word awareness than children who did not receive such instruction (Yelland, Pollard, & Mercuri, 1993).…”

Section: Impact On Further Language Learningmentioning

confidence: 99%

“…Rather than language training causing generalization or increasing aptitude, the choice to study additional languages may be the product of high aptitude and motivation (Eisenstein, 1980). This is not a factor in childhood bilingualism, for which a second language is either a necessity for communication or is an educational requirement, but remains a relevant concern for adult learners.…”

Section: Motivationmentioning

confidence: 99%

Transfer and Generalizability of Foreign Language Learning

Abbe¹

2009

PsycEXTRA Dataset

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Childhood bilingualism and adult language learning aptitude

Cited by 63 publications

References 4 publications

The Effect of Bilinguality on L3 Breadth of Vocabulary Knowledge and Word Reading Skill

The Effect of Bilinguality on L3 Breadth of Vocabulary Knowledge and Word Reading Skill

Differences in Attainment and Performance in a Foreign Language: The Role of Working Memory Capacity

Transfer and Generalizability of Foreign Language Learning

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