University Foreign Language Learning: What Predicts Success? CLEAR Educational Report Series. [Report No.: CLEAR-ER13

Autor/in	McGroarty, Mary
Institution	California Univ., Los Angeles. Center for Language Education and Research.
Titel	University Foreign Language Learning: What Predicts Success? CLEAR Educational Report Series. [Report No.: CLEAR-ER13
Quelle	(1988), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; College Students; Comparative Analysis; High Achievement; Higher Education; Japanese; Language Proficiency; Learning Strategies; Persistence; Predictor Variables; Second Language Learning; Spanish; Student Attitudes; Student Motivation; Study Habits; Uncommonly Taught Languages; Withdrawal (Education) + Suchen Sie Ihr Suchwort? Schulleistung; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Japaner; Japanisch; Language skill; Language skills; Sprachkompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausdauer; Prädiktor; Zweitsprachenerwerb; Spanisch; Schülerverhalten; Schulische Motivation; Study behavior; Study behaviour; Studienverhalten; Minderheitensprache; Kursabbruch
Abstract	A study examined the learning strategies and attitudes of college language students and their relationship to success in language learning. Three research questions were asked: (1) Which self-reported language study strategies were associated with achievement as measured by classroom or other proficiency tests?; (2) Which attitude and motivational factors predicted success, and what was the relationship between these factors and study strategies?; and (3) What distinguished students who continued throughout one year of second language study from those who dropped out? Two large groups of volunteers, college students of Spanish and Japanese, completed attitude and study strategy questionnaires and took initial language skill tests, and those who persisted for one year were re-administered the proficiency tests. Exam scores and course grades were collected for each quarter. Analysis of the data indicated that certain study strategies were consistently associated with academic success, although some differences were found for Spanish and Japanese. Attitudinal and persistence factors were found to be different for students of the two languages. Implications for classroom teaching are discussed briefly. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01