دورية أكاديمية
Testing the Predictive Power of Executive Functions, Motivation, and Input on Second Language Vocabulary Acquisition: A Prospective Study
| العنوان: | Testing the Predictive Power of Executive Functions, Motivation, and Input on Second Language Vocabulary Acquisition: A Prospective Study |
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| اللغة: | English |
| المؤلفون: | Van Mensel, Luk (ORCID |
| المصدر: | European Journal of Psychology of Education. Jun 2023 38(2):475-494. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education Grade 5 Intermediate Grades Middle Schools Grade 11 High Schools |
| Descriptors: | Elementary School Students, Secondary School Students, Grade 5, Grade 11, Second Language Learning, Student Motivation, Learning Motivation, Student Attitudes, Executive Function, Vocabulary Development, Language Acquisition, Prediction, Foreign Countries |
| مصطلحات جغرافية: | Belgium |
| DOI: | 10.1007/s10212-022-00597-x |
| تدمد: | 0256-2928 1878-5174 |
| مستخلص: | This longitudinal study assessed the relative importance of second language exposure, motivational and attitudinal factors, and executive functions in predicting receptive vocabulary acquisition in children and adolescents after controlling for background characteristics (socio-economic status, non-verbal intelligence) and prior knowledge. The sample comprised 721 participants from French-speaking Belgium: 369 fifth-graders from 13 elementary schools and 352 eleventh-graders from 9 secondary schools. The background, input, and socio-affective data were obtained through questionnaires, the cognitive and language data through a round of computerized data collection, twice with an 18-month interval. While some input and motivational variables were predictive of vocabulary acquisition when analyzed separately, most of them lost significance once combined. Measures of executive functions were not related to vocabulary acquisition. Classroom input was predictive among children and adolescents, but other age-related differences emerged. The findings call for caution regarding the separate treatment of factors believed to be involved in second-language acquisition. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1375275 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 0256-2928 1878-5174 |
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| DOI: | 10.1007/s10212-022-00597-x |