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Krashen, Stephen D.; And Others – TESOL Quarterly, 1979
Presents evidence of generalizations concerning the relationship between age, rate, and eventual attainment in second language acquisition: (1) adults proceed faster than children in early stages, (2) older children acquire second language faster than younger children, and (3) acquirers exposed to second languages during childhood achieve higher…
Descriptors: Adult Learning, Adults, Age, Age Differences
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Spurling, Steven, Ilyin, Donna – TESOL Quarterly, 1985
Looks at how the learner variables of age, sex, language background, high school graduation status, and length of stay in the United States affect performance on six English as a second language tests: two cloze tests, a reading tests, a structure test, and two listening tests. Both test advantage and test favoritism/bias were found. (SED)
Descriptors: Academic Achievement, Age Differences, English (Second Language), Language Tests
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Seright, Linda – TESOL Quarterly, 1985
Describes a study which examined the relationship between age and achievement of adults in an instructional setting. Older (25 to 41) and younger (17 to 24) French-speaking students were compared with respect to short-term development in aural comprehension. Results suggest that achievement rate decreases with increasing age. (SED)
Descriptors: Academic Achievement, Adult Learning, Age Differences, Classroom Techniques
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Sokolik, M. E. – TESOL Quarterly, 1990
A common problem in adult second-language learning, the disparity between child and adult second-language learning referred to as the Adult Language Learning Paradox, is examined within the Parallel Distributed Processing model framework. (24 references) (JL)
Descriptors: Adult Learning, Age Differences, Children, Language Acquisition
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Collier, Virginia P. – TESOL Quarterly, 1987
Analysis of the length of time required for limited English proficient students (N=1,548) to become proficient in English for academic purposes while receiving instruction in English in all subject areas indicated that at least four to eight years may be required for subjects to reach national grade-level norms of native speakers. (Author/CB)
Descriptors: Academic Achievement, Age Differences, Correlation, Elementary Secondary Education
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Lance, Donald M. – TESOL Quarterly, 1970
Reports on a research project carried out among three generations of Mexican Americans in an East Texas community in order to determine their relative competence in English and Spanish. Educational implications are discussed. (FB)
Descriptors: Age Differences, Bilingualism, English (Second Language), Foreign Students
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Pease-Alvarez, Lucinda; Winsler, Adam – TESOL Quarterly, 1994
This study examined the language use practices of three bilingual students enrolled in a fourth-grade class and of the class as a whole. The study found that most children reported using greater amounts of English as they progressed through the grades, and that children consistently held very positive attitudes toward Spanish and bilingualism.…
Descriptors: Age Differences, Bilingual Students, Case Studies, Classroom Observation Techniques
Peer reviewed Peer reviewed
Flege, James Emil – TESOL Quarterly, 1981
Discusses foreign language pronunciation from phonetic difference and phonetic learning viewpoints. Proposes phonological translation hypothesis based on assumption that neither physiological maturation nor neurological reorganization is as important for adults learning a foreign language without an accent as the tendency of mature speakers to…
Descriptors: Adults, Age Differences, Children, Cognitive Style
Peer reviewed Peer reviewed
Bachman, James K. – TESOL Quarterly, 1970
Describes the procedures used in a study designed to examine differences in nonstandard grammatical usage among and between Negro and white working-class informants in the community of Alexandria, Virginia. (Author/FB)
Descriptors: Age Differences, Black Dialects, Black Students, Field Studies