Individual differences in English vocabulary acquisition of very young learners in Spain: internal and external factors
To access the full text documents, please follow this link: http://hdl.handle.net/10803/689387
Author
Elif Met, Yagmur
Other authors
Barón, Juliá
Universitat Internacional de Catalunya. Departament de Ciències de l'Educació
Date of defense
2023-11-21T19:02:05Z2023-06-23
2025-06-22T02:00:00Z
Abstract
Learning a foreign language (FL) at a very early age (i.e., pre-primary education)
has been an expanding reality in Europe, since the Barcelona Council in 2002. In general,
this foreign language is English, as it is globally accepted as a lingua franca (Butler & Lee,
2018). Aiming for multilingual communities in Europe, more and more policy makers and
researchers have focused on teaching and learning English as a Foreign Language (EFL) to
very young learners (VYLs), with the encouragement of the European Commission
(Cortina-Pérez & Andùgar, 2021). Since the incorporation of English in early EFL
curricula, research has aimed at investigating its effects of VYLs’ in L2 acquisition. Among
the research carried out, one of the intriguing research topics has been the variation in very
young learners’ FL acquisition has recently been a focus of the researchers working on
individual differences (IDs).
Document Type
Thesis
Published version
Language
English
Subjects and keywords
Internal and external factors
Very young EFL learners
Receptive vocabulary acquisition
Phonological short-term memory
Lingüística aplicada
81
Pages
232 p.
application/pdf
Publisher
Universitat Internacional de Catalunya
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Rights
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http://creativecommons.org/licenses/by-nc-nd/4.0/