Individual Differences in Early Language Learning: A Study of English Learners of French

Autor/inn/en	Courtney, Louise; Graham, Suzanne; Tonkyn, Alan; Marinis, Theodoros
Titel	Individual Differences in Early Language Learning: A Study of English Learners of French
Quelle	In: Applied Linguistics, 38 (2017) 6, S.824-847 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amv071
Schlagwörter	Individual Differences; French; Second Language Learning; Second Language Instruction; Longitudinal Studies; English; Native Language; Language Skills; Literacy; Photography; Task Analysis; Correlation; Gender Differences; Questionnaires; Self Efficacy; Outcomes of Education; Learning Motivation; Elementary School Students; Secondary School Students; Positive Attitudes; Sentences; Oral Language; Student Attitudes + Suchen Sie Ihr Suchwort? Individueller Unterschied; Französisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; English language; Englisch; Language skill; Sprachkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Fotografie; Aufgabenanalyse; Korrelation; Geschlechterkonflikt; Fragebogen; Self-efficacy; Selbstwirksamkeit; Lernleistung; Schulerfolg; Motivation for studies; Lernmotivation; Sekundarschüler; Sentence analysis; Satzanalyse; Oral interpretation; Mündlicher Sprachgebrauch; Schülerverhalten
Abstract	The present longitudinal study examines the interaction of learner variables (gender, motivation, self-efficacy, and first language literacy) and their influence on second language learning outcomes. The study follows English learners of French from Year 5 in primary school (aged 9-10) to the first year in secondary school (Year 7; aged 11-12). Language outcomes were measured by two oral production tasks, a sentence repetition task and a photo description task, both of which were administered at three time points. Longitudinal data on learner attitudes and motivation were collected via questionnaires. Teacher assessment data for general first language literacy attainment were also provided. The results show a great deal of variation in learner attitudes and outcomes and that there is a complex relationship between first language literacy, self-efficacy, gender, and attainment. For example, in general, girls held more positive attitudes to boys and were more successful. However, the inclusion of first language ability, which explained 29-39 per cent of variation, shows that gender differences in attitudes and outcomes are likely mediated by first language literacy and prior learning experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01