The Keys to Success? Learning Experience and Proficiency in English. Giles Witton-Davies National Taiwan University DFLL

Topic Age, experience and input in language learning. Differences between learners in their English learning history, and how these differences correlate with proficiency in reading, vocabulary and speaking.

Topic (cont.) Is more necessarily better? More what? Is more necessarily better? More what? Based on earlier study (2006), but more subjects and applied to speaking as well as reading and vocabulary. Based on earlier study (2006), but more subjects and applied to speaking as well as reading and vocabulary.

Anecdotal evidence High proficiency students who have studied less. High proficiency students who have studied less. Low proficiency students who have studied more Low proficiency students who have studied more Those who have lived abroad usually have a good level, especially in oral ability. Those who have lived abroad usually have a good level, especially in oral ability.

Factors considered in this study Age started Age started Out of school study Out of school study Travel / study abroad Travel / study abroad Communication with friends Communication with friends

Factors in this study (cont.) Native speaker teachers Native speaker teachers Other second/ foreign languages spoken Other second/ foreign languages spoken Opportunities to speak, read, write outside formal classes Opportunities to speak, read, write outside formal classes

“ English fever ” Belief in the importance of …… early start early start lots of class time lots of class time native speaker teachers native speaker teachers …… if English is to be learned successfully.

The Age Factor Early start leads to higher ultimate attainment in second language contexts. Early start leads to higher ultimate attainment in second language contexts. Evidence very mixed on foreign language contexts. Evidence very mixed on foreign language contexts. DeKeyser (2000): Critical period applies only to implicit learning, not explicit learning. DeKeyser (2000): Critical period applies only to implicit learning, not explicit learning. Burstall (1975): Early start with French at school in the UK did not appear to lead to higher levels of proficiency later on. Burstall (1975): Early start with French at school in the UK did not appear to lead to higher levels of proficiency later on.

The Power of Reading Reading as a source of comprehensible input (Krashen 2004). Reading as a source of comprehensible input (Krashen 2004). Reading as an alternative to traditional classes (Lee, Mason). Reading as an alternative to traditional classes (Lee, Mason). Reading best predictor of proficiency (Witton-Davies 2006). Reading best predictor of proficiency (Witton-Davies 2006). Availability of reading materials Availability of reading materials

A similar study... Gradman H. & Hanania (1991). ESL at Indiana University, USA. Investigates 33 factors involved in language learning: formal leaning, classroom exposure, extracurricular learning, attitude & motivation. Reading main predictor of success. Reading main predictor of success. Also important: NSTs, use of English as classroom language, intensive English programs. Also important: NSTs, use of English as classroom language, intensive English programs.

This study 118 first year English Students, National Taiwan University 2004,5,7 Intermediate – upper int – advanced levels Data: Questionnaire on English experience. Questionnaire on English experience. Reading test: Advanced level GEPT. Reading test: Advanced level GEPT. Nation ’ s vocabulary diagnostic tests. Nation ’ s vocabulary diagnostic tests. Oral class levels. Oral class levels.

Questionnaire Age at which started learning English. Age at which started learning English. Whether studied at a cram school, and for how long. Whether studied at a cram school, and for how long. Whether studied with a private tutor, and for how long. Whether studied with a private tutor, and for how long. Whether had native speaker teachers. How long? Whether had native speaker teachers. How long?

Questionnaire (cont.) Whether has communicated with a friend in English. How long? Whether has communicated with a friend in English. How long? Whether travelled abroad. How long? Whether travelled abroad. How long? Out of class listening/ speaking/ reading/ writing: no. of years; how often; for how long. Out of class listening/ speaking/ reading/ writing: no. of years; how often; for how long.

Analysis Statistical correlation: Pearson product moment correlation between proficiency measures and each factor. Pearson product moment correlation between proficiency measures and each factor. Multiple regression Multiple regression

Top predictors of reading proficiency; n=118 BetatSig. Reading ** NST * cram

Top predictors of reading proficiency; n=80 BetatSig. Reading ** NST * L * speak

Top predictors of vocabulary proficiency, N=118 betatSig. Reading ** Writing ** Lang school *

Top predictors of speaking proficiency N=118 betatsig time abroad ** reading ** speaking *

Top predictors of speaking proficiency: n=80 betatsig SL ** time abroad * reading * NST

Factors correlated with Reading proficiency: Strongest: reading*; native speaker teacher*; (writing, speaking) reading*; native speaker teacher*; (writing, speaking)Negative: cram school, SL* cram school, SL* Weakest correlations: age; cram school; tutor age; cram school; tutor * = significant

Factors correlated with vocabulary proficiency: Strongest: reading* reading* writing* writing*Negative cram school* cram school*Weakest: age, time abroad, NST age, time abroad, NST * = significant

Factors correlated with speaking proficiency: Strongest: time abroad* time abroad* reading* reading* speaking* speaking*Weakest: tutor, age, cram school tutor, age, cram school * = significant

Conclusion Not helpful: Early start or cram school if traditional teaching methods used. Early start or cram school if traditional teaching methods used.Helpful: Reading Reading Time abroad Time abroad Comprehensible input Comprehensible input

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