Second Language Acquisition: Predicting Less Commonly Taught Languages Learning Success

Autor/in	Hughes, Haning
Titel	Second Language Acquisition: Predicting Less Commonly Taught Languages Learning Success
Quelle	In: Applied Language Learning, 28 (2018) 1, S.41-62 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-679X
Schlagwörter	Second Language Learning; Armed Forces; Student Placement; Second Language Instruction; Regression (Statistics); Uncommonly Taught Languages; Semitic Languages; Chinese; Japanese; Russian; Scores; Learning Motivation; Predictor Variables; Educational Policy; Measurement; Language Research; Language Aptitude; Aptitude Tests; Language Tests; Undergraduate Students; Cutting Scores; Grade Point Average; Military Schools; Colorado (Colorado Springs); Modern Language Aptitude Test + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Military; Militär; Schülerpraktikum; Fremdsprachenunterricht; Regression; Regressionsanalyse; Minderheitensprache; Arabisch; Hebräisch; China; Chinesen; Japaner; Japanisch; Russisch; Motivation for studies; Lernmotivation; Prädiktor; Politics of education; Bildungspolitik; Messverfahren; Sprachforschung; Sprachbegabung; Spracheignung; Aptitude test; Eignungsprüfung; Eignungstest; Language test; Sprachtest; Militärschule
Abstract	Students at the United States Air Force Academy (USAFA) are required to study a foreign language. In order to place students into appropriate language courses, especially less commonly taught languages defined by the American Council on the Teaching of Foreign Languages (ACTFL), effective language placement policies are essential. The author examines the USAFA's current language placement policy, which includes measures for general intelligence and student language choice. Alternative language placement policy models are proposed with an added motivation measurement to the existing instrument. This study employs binary logistic regression to examine the existing language placement policy model and two proposed models, to determine whether a more effective predictor of foreign language learning success can be identified. The placement of the Class of 2017 into Arabic, Chinese, Japanese, and Russian language courses was reviewed. The effect of students' academic composite scores, first choice language, and motivation on language placement was assessed. The most effective placement model--categorizing the largest percentage of students into less commonly taught languages and European languages--included a measurement of foreign language motivation and student language choice. The inclusion of the two variables is solidly grounded in current second language acquisition research. (As Provided).
Anmerkungen	Defense Language Institute, Foreign Language Center. Academic Journals, 1759 Lewis Road Suite 142, Presidio of Monterey, Monterey, CA 93944-5006. Tel: 831-242-5638; Fax: 831-242-5850; e-mail: aj@pom-emh1.army.mil; Website: http://www.dliflc.edu/#homepage-
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01