Teacher target language input and young learners’ aural comprehension of English

Abstract The quantity of target language input available to learners contributes the understanding development. present paper reports on a longitudinal study relationship between amount non-native teachers’ EFL and learners’ aural achievement in instructed SLA. Young (N=132) were followed over three-year period. High variability teacher use was found. Results correlational analyses group comparisons pointed advantage participants exposed instruction dominated by during their first two years formal learning. Directions for future research different languages relation are discussed context early foreign study.