The Long‐Term Proficiency of Early, Middle, and Late Starters Learning English as a Foreign Language at School: A Narrative Review and Empirical Study-Reference-Cited by-同舟云学术

The Long‐Term Proficiency of Early, Middle, and Late Starters Learning English as a Foreign Language at School: A Narrative Review and Empirical Study

Published:2020-06-21 Issue:4 Volume:70 Page:1091-1135
ISSN:0023-8333
Container-title:Language Learning
language:en
Short-container-title:Language Learning

Author:

Baumert Jürgen¹,Fleckenstein Johanna²,Leucht Michael²,Köller Olaf²,Möller Jens³

Affiliation:

1. Max Planck Institute for Human Development Berlin

2. Leibniz Institute for Science and Mathematics Education at Kiel University

3. Kiel University

Publisher

Wiley

Subject

Linguistics and Language,Language and Linguistics,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/lang.12414

Reference83 articles.

1. Al‐Thubaiti K. A.(2010).Age effects in a minimal input setting on the acquisition of English morpho‐syntactic and semantic properties by L1 speakers of Arabic(Unpublished doctoral dissertation). Essex University Colchester UK.

2. Specifying the Academic Language Skills That Support Text Understanding in the Middle Grades: The Design and Validation of the Core Academic Language Skills Construct and Instrument

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