Breaking Up Is Not so Hard to Do: Individual Differences in L2 Memorization

Autor/inn/en	Fitzpatrick, Tess; Wray, Alison
Titel	Breaking Up Is Not so Hard to Do: Individual Differences in L2 Memorization
Quelle	In: Canadian Modern Language Review, 63 (2006) 1, S.35-58 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
Schlagwörter	Foreign Countries; Memorization; Individual Differences; Advanced Students; English (Second Language); Second Language Learning; Native Speakers; Pattern Drills (Language); Language Proficiency; Student Attitudes; Student Motivation; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Gedächtnistraining; Individueller Unterschied; Fortgeschrittener; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Muttersprachler; Pattern-Drill; Language skill; Language skills; Sprachkompetenz; Schülerverhalten; Schulische Motivation; Großbritannien
Abstract	Six intermediate/advanced learners of English, studying in the United Kingdom, identified messages that they wanted to convey in specific future conversations and memorized native-like versions of them. Their ability to use them in practice and in the real conversation was analyzed. Propensity to attempt using memorized material correlated with aural-repetition aptitude, but neither propensity nor accuracy of reproduction correlated with proficiency. It is hypothesized that increased proficiency invites increased risk-taking during memorization. Individual differences in motivation and attitude, and the relationship with the interlocutor, are all discussed as salient variables. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10