![]() ![]() ![]() In the present study, we expanded the analyses of the observations of 101 children to examine two hypotheses. more In a previous study, we demonstrated that the experience of learning a new language positively influences the metacognitive awareness of young plurilingual children in terms of willingness to communicate and strategic competence. In a previous study, we demonstrated that the experience of learning a new language positively in. These findings are highly relevant as they may help to shed light into why young plurilingual learners use strategies differently. In addition, age showed a linear effect on the three identified clusters of strategies. The analyses showed a significant effect of learning a new language in a formal context and after the age of four years, abbreviated LLE, that is Language Learning Experience, on the Speaker orientation. The factor analysis of the strategies used indicated three clusters, which we termed Speaker, Hearer, and External orientations. Second, we predicted that the children's awareness of strategies would depend not only on the experience of learning a new language but also on age. First, we hypothesized that the strategies reported by the children would group into a limited number of strategic clusters. Our results confirm that a formal learning context (LLE) significantly improves metacognitive awareness and that this is a relevant factor in facilitating the treatment of communicative interactions. As a result, the LLE children might be more inclined to answer the actor and less inclined to give up the exchange. Furthermore, we hypothesised that the differences observed might be due to the fact that LLE children would be more aware of contextual cues than nLLE children. We hypothesised that children with a LLE in a formal context would outperform children without that specific experience (nLLE) with respect to their communicative abilities in this test paradigm. We observed how they treated the reception of information during situations of communication in which they did not share the same language as their interlocutor. These preschoolers were aged four and a half to six and a half. more What is the influence of a language learning experience (LLE) in a school context on the metacognitive development of children? To answer that question, we presented 54 multilingual preschoolers with two movie clips and examined their reactions to an exolingual situation of communication. What is the influence of a language learning experience (LLE) in a school context on the metacogn. ![]()
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