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Exposure Variables

The document discusses research on the relationship between length of residence (LOR) and second language proficiency. Some studies found a positive correlation between longer LOR and higher proficiency, while one study of immigrants in Sweden with an average LOR of 10.5 months found no relationship. Studies also examined relationships between reported language use and proficiency, with mixed results. Overall, exposure variables like LOR, age of acquisition, and use of the language can impact proficiency but are not sole determinants, as learner and social factors also influence outcomes. Teachers should provide scaffolded input, authentic materials, and opportunities for active use to maximize students' language exposure.

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62 views

Exposure Variables

The document discusses research on the relationship between length of residence (LOR) and second language proficiency. Some studies found a positive correlation between longer LOR and higher proficiency, while one study of immigrants in Sweden with an average LOR of 10.5 months found no relationship. Studies also examined relationships between reported language use and proficiency, with mixed results. Overall, exposure variables like LOR, age of acquisition, and use of the language can impact proficiency but are not sole determinants, as learner and social factors also influence outcomes. Teachers should provide scaffolded input, authentic materials, and opportunities for active use to maximize students' language exposure.

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zhareenali19
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© © All Rights Reserved
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Download as PPTX, PDF, TXT or read online on Scribd
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EXPOSURE

VARIABLES
TRISHA JANE J. SALES
• INDIRECT
• THE LONGER THE
EXPOSURE TO LANGUAGE,
THE BETTER PROFICIENCY
FOR SUCH LANGUAGE

• MEASURED BY
LENGTH
OF RESIDENCE (LOR)
RESEARCHES
4

Reported the length of residence


(LOR) did predict proficiency for her
sample children.

“The longer we stay in a certain place,


the better we become the speaker of
that certain language.”

FATHMAN (1975)
5

a. All subjects had been in the U.S at


least one year.

Those who had been in the United states for 3 years


did better on the SLOPE test than those who had been
in the United States for 2 years, and this group, in turn,
outperformed those who had been in the United States
for only 1 year.

FATHMAN (1975)
6

WALBERG, HASE AND RASHER


(1978)

Studied Japanese-speaking children who


had been in the United States; find a
significant relationship between LOR
and proficiency in English as a second
language.
7

EKSTRAND (1976)

Found no relationship between LOR and


child second language proficiency in his
study of immigrant children in Sweden.
(the median LOR in his study was only
10.5 months)
WALBERG ET AL.
8

Walberg et al. 's diminishing returns hypothesis predicts that


there is also a maximum LOR, beyond which we see no
relationship between LOR and second language acquisition.
Data from some other studies confirm this. Seliger, Krashen
and Ladefoged (1974), Oyama (1976, 1978), and Patkowski
(1980) all report no relationship between LOR and proficiency
in English as a second language using a variety of measures
for groups of subjects who had arrived in the United States at
different ages, some arriving as children and some as adults.
In all cases, however, very long LORs were involved, the
minimum being five years with most being much longer.
9

CARROLL (1967)

Reported that foreign language majors in American


universities who were able to spend their junior years abroad
in the country where the language was spoken performed
better on the FSI rest of listening comprehension than those
who had only spent a summer abroad. The summer travelers,
in turn, outperformed those who had never been abroad.
These clear results probably reflect the fact that such
students, most likely, sought out interaction, and thus
comprehensible input in the second language while they
were abroad.
• REPORTED USE
OF THE SECOND
LANGUAGE
WE WOULD EXPECT A
SIGNIFICANT RELATIONSHIP
BETWEEN "USE" AND
ACQUISITION, SINCE USE
NEARLY ALWAYS ENTAILS
COMPREHENSIBLE INPUT
JOHNSON AND KRUG (1980)

Studied 72 international students at


southern Illinois university and found a
modest but significant 0.34 correlation
between proficiency in English (as
measured by accuracy of grammatical
morphemes in obligatory occasions in an
interview situation) and subjects' report
of the amount of leisure time they spent
speaking and listening to English.
OLLER, PERKINS, AND
MURAKAMI (1980),
However, examining a similar
sample, found no relationship
between a report of "time spent
with English speakers" and
second language proficiency, as
measured by dictation and a
cloze-type grammar test.
THE HEIDELBERG PROJECT,
AS CITED IN SCHUMANN
(1978B)
Examined factors predicting proficiency in
German as a second language for guest-
workers (Italian and Spanish speakers) in
Germany. They reported a correlation of 0.64
between German syntactic proficiency and
"leisure contact" with Germans and one of
0.53 between German proficiency and "work
contact". Both leisure and work contact can
plausibly be interpreted as indicating
comprehensible input.
IMPLICATIONS: 17

• A higher frequency of exposure typically leads to more


rapid language acquisition.
• Comprehensible and engaging input can enhance the
learning experience and lead to better outcomes.
• The age at which a person begins to learn a second language
is a critical exposure variable.
• Learner motivation, aptitude, and learning strategies also
play a role in the impact of exposure variables.
• Exposure variables also include the diversity and variability
in language input.
• Social interactions and cultural factors can influence
exposure.
APPLICATION: 18

1. Teachers can provide learners with structured and scaffolded


input that gradually increases in complexity, ensuring that they
receive exposure that matches their proficiency level and
progressively challenges them.
2. Incorporate authentic materials like movies, music, news
articles, and podcasts into the curriculum to expose learners to
real-life language usage. This can make learning more engaging
and relevant.
3. Create opportunities for learners to use the language actively
in the classroom. Pair and group activities, discussions, debates,
and role-playing exercises allow students to apply what they've
been exposed to in a meaningful context.
4. Encourage learners to seek out exposure to the target
language outside the classroom. This can include reading
books, watching films, engaging with native speakers, or using
language learning apps. Provide guidance on how to access
APPLICATION: 19

5. Differentiated Instruction  Recognize that learners may


come to the classroom with varying levels of prior exposure.
Differentiate instruction by assessing their individual needs and
adapting exposure levels and materials accordingly.
6. Provide feedback to learners on their language production
to help them fine-tune their language use. Regular assessments
can also gauge their progress and inform instruction
adjustments.
7. Exposure to the language often goes hand in hand with
exposure to the culture. Use exposure as a bridge to teaching
cultural aspects, fostering a deeper understanding of the
language. (cultural understanding)
8. Emphasize the importance of self-directed learning and
motivation. Encourage learners to seek out additional
exposure and take ownership of their language learning journey

THANK YOU
FOR
LISTENING!
REFERENCES:
HTTPS://LIDUAEKA.WEEBLY.COM/UPLOADS/1/0/7/6/1076127
5/KRA_CH2.PDF

HTTPS://WWW.STUDOCU.COM/PH/DOCUMENT/DE-LA-SALLE-UNIVERSITY-DASMARIN
AS/PRINCIPLES-THEORIES-OF-LANGUAGE-ACQUISITION-LEARNING/MODULE-6-CAUSATI
VE-VARIABLES/21713287

HTTPS://YOUTU.BE/9FH8PWSWJD8?SI=YVY5SLRPYWFQ3B35

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