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?
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.
Low proficiency students who have
studied more
Those who have lived abroad usually
have a good level, especially in oral
ability.
Factors considered in this
study
Age started
 Out of school study
 Travel / study abroad
 Communication with friends

Factors in this study (cont.)



Native speaker teachers
Other second/ foreign languages
spoken
Opportunities to speak, read, write
outside formal classes
“English fever”
Belief in the importance of ……



early start
lots of class time
native speaker teachers
……if English is to be learned successfully.
The Age Factor




Early start leads to higher ultimate attainment in
second language contexts.
Evidence very mixed on foreign language
contexts.
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.
The Power of Reading




Reading as a source of
comprehensible input (Krashen
2004).
Reading as an alternative to
traditional classes (Lee, Mason).
Reading best predictor of proficiency
(Witton-Davies 2006).
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.
 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.
 Reading test: Advanced level GEPT.
 Nation’s vocabulary diagnostic tests.
 Oral class levels.
Questionnaire




Age at which started learning
English.
Whether studied at a cram school,
and for how long.
Whether studied with a private
tutor, and for how long.
Whether had native speaker
teachers. How long?
Questionnaire (cont.)
Whether has communicated with
a friend in English. How long?
 Whether travelled abroad. 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.
 Multiple regression
Top predictors of reading
proficiency; n=118
Beta
t
Sig.
Reading
.387
4.664
.000**
NST
.235
2.743
.007*
cram
-.153
-1.772
.079
Top predictors of reading
proficiency; n=80
Beta
t
Sig.
Reading
.321
2.89
.005**
NST
.283
2.60
.011*
L2
-.251
-2.40
.019*
speak
-.239
-1.87
.066
Top predictors of vocabulary
proficiency, N=118
beta
t
Sig.
Reading
. 304
3.482
.001**
Writing
.263
2.913
.004**
Lang
school
-.162
-1.978
.050*
Top predictors of speaking
proficiency N=118
beta
t
sig
time
abroad
reading
.319
3.918
.000**
.261
3.246
.002**
speaking
.227
2.760
.007*
Top predictors of speaking
proficiency: n=80
beta
t
sig
SL
-.333
3.531
.001**
time
abroad
reading
.268
2.542
.013*
.230
2.400
.019 *
NST
.183
1.768
.081
Factors correlated with
Reading proficiency:
Strongest:
•
reading*; native speaker teacher*;
(writing, speaking)
Negative:
•
cram school, SL*
Weakest correlations:
•
age; cram school; tutor
* = significant
Factors correlated with
vocabulary proficiency:
Strongest:
•
reading*
•
writing*
Negative
•
cram school*
Weakest:
•
age, time abroad, NST
* = significant
Factors correlated with
speaking proficiency:
Strongest:
•
time abroad*
•
reading*
•
speaking*
Weakest:
•
tutor, age, cram school
* = significant
Conclusion
Not helpful:
 Early start or cram school if
traditional teaching methods used.
Helpful:
 Reading
 Time abroad
 Comprehensible input
References
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Burstall, C. (1975). Factors affecting foreign language learning: a
consideration of some recent research findings. Language teaching
and research abstracts 8, 5:25. Reprinted in Kinsella (ed.) (1978)
Language teaching and Linguistics Surveys. Cambridge: CUP.
Gradman, H. & Hanania, E. (1991). Language-learning background
factors and ESL proficiency. Modern Language Journal 75, 1991: 3951.
Krashen, S. (2004). The Power of Reading (2nd edition). Portsmouth
NH: Heinemann.
Lee, S.Y. (2005a). Facilitating and inhibiting factors in English as a
foreign language writing performance. A model test with structural
equation modeling. Language Learning 55 (2): 335-374.
Lee, S.Y. (2005b). Sustained silent reading using assigned reading: Is
comprehensible input enough? The International Journal of Foreign
Language Teaching, 1(4): 10-13. http://www.tprstories.com/ijflt/
IJFLTFall05.
Mason, B. and Krashen, S. (1997). “Extensive reading in English as a
foreign language.” System 25: 91-102.
Witton-Davies, G. (2006). What does it take to acquire English? The
International Journal of Foreign Language Teaching, 1(4): 2-8.
http://www.tprstories.com/ijflt/ IJFLTFall06.