Aging and Second Language Acquisition: Differential Success in Learning Latin Grammar Via Implicit and Explicit Feedback
The ability to learn a second language becomes difficult for adults, but not impossible. While implicit processes that can contribute to acquisition of syntax are relatively spared in aging, there are marked deficits in explicit learning, suggesting that language instructions calling on implicit learning might be more effective than that based on explicit learning for older adults. In this experiment, 20 adults ages 66-81 were taught aspects of Latin grammar with either implicit or explicit feedback and were compared to a group of college-age students who previously completed the same task. Overall, the results suggest that the implicit method of teaching the grammar worked better for the older adults but this was not the case for the students. Furthermore, limited exposure to high school Latin markedly increased the ability of older adults to learn the grammar. There were no significant age deficits in learning when only those without previous Latin experience were compared, which bodes well for older adults with strong motivations to learn a second language.
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Aging and Second Language Acquisition: Differential Success in Learning Latin Grammar Via Implicit and Explicit Feedback Lenet, Alison (2008-07-20)The ability to learn a second language becomes difficult for adults, but not impossible. While implicit processes that can contribute to acquisition of syntax are relatively spared in aging, there are marked deficits in ...
Written Feedback in Second Language Acquisition: Exploring the Roles of Type of Feedback, Linguistic Targets, Awareness, and Concurrent Verbalization Suh, Bo Ram (Georgetown University, 2010)Very few studies have shown that written feedback facilitates L2 learning (although see Bitchener, 2008, Bitchener & Knoch, 2008, and Sheen, 2007), and studies exploring the relative effectiveness of different types of ...
Factors influencing oral corrective feedback provision in the Spanish foreign language classroom : investigating instructor native/nonnative speaker status, second language acquisition education, & teaching experience Gurzynski-Weiss, Laura K. (Georgetown University, 2010)