Prediction of Success in French, Spanish, German, and Russian Foreign Language Learning. An Analysis of FY67-74 Student Data.

Autor/inn/en	Allen, David; Natelson, Elissa R.
Institution	Central Intelligence Agency, Washington, DC.
Titel	Prediction of Success in French, Spanish, German, and Russian Foreign Language Learning. An Analysis of FY67-74 Student Data.
Quelle	(1977), (177 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Students; French; German; Language Ability; Language Instruction; Language Proficiency; Language Tests; Part Time Students; Postsecondary Education; Psychological Testing; Russian; Second Language Learning; Spanish; Statistical Analysis; Statistical Data; Student Attitudes; Student Characteristics; Success; Test Results; Modern Language Aptitude Test + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Französisch; Deutscher; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Part-time students; Teilzeitstudent; Post-secondary education; Tertiäre Bildung; Psychological test; psychological tests; Psychological examination; Psychologischer Test; Russisch; Zweitsprachenerwerb; Spanisch; Statistische Analyse; Schülerverhalten; Erfolg
Abstract	This study was performed on a sample of 1,276 part-time (PT) and full-time (FT) Language Learning Center (LLC) students enrolled in French, Spanish, German and Russian during FY67-74. The study sought to: (1) develop a statistical data base for use in future curriculum and testing studies; (2) examine factors affecting language learning success; and (3) to compare French, Spanish, German, and Russian training in terms of student body and instructional effectiveness. Findings include: (1) FT and PT students within each of the four languages have significantly differing psychological and linguistic profiles; (2) PT training is more effective than FT training for exit proficiency goals of S-1 and S-2; (3) the number of hours needed to attain S-1 and S-2 is significantly influenced by measured language aptitude; (4) the number of hours needed to attain S-2 is significantly influenced by prior language training; and (5) each of the four languages requires a different combination of factors to optimize the prediction of exit proficiency and improvement. Appendices contain: psychological measures; sample Modern Language Aptitude Test; language proficiency rating criteria; and tables and figures. (Authors/AM)
Anmerkungen	Elissa Allen, 2106 N. Military Road, Arlington, Virginia 22207 (free)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC