Longitudinal Effects of Task Performance and Self-Concept on Preadolescent EFL Learners' Causal Attributions of Grammar Success and Failure

Autor/in	Faber, Günter
Titel	Longitudinal Effects of Task Performance and Self-Concept on Preadolescent EFL Learners' Causal Attributions of Grammar Success and Failure
Quelle	In: Studies in Second Language Learning and Teaching, 9 (2019) 4, S.633-656 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Faber, Günter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Self Concept; Academic Achievement; English (Second Language); Second Language Learning; Second Language Instruction; Grammar; Longitudinal Studies; Prior Learning; Attribution Theory; Role; Task Analysis; Low Achievement; Gender Differences; Grade 5; Grade 6; Foreign Countries; Cloze Procedure; Instructional Program Divisions; Preadolescents; Elementary School Students; Germany + Suchen Sie Ihr Suchwort? Selbstkonzept; Schulleistung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Grammatik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Vorkenntnisse; Rollen; Aufgabenanalyse; Unterdurchschnittliche Leistung; Geschlechterkonflikt; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Lückentext; Pre-adolescence; Präadoleszenz; Deutschland
Abstract	Learners' academic self-concepts and attributions have been widely evidenced to substantially regulate their educational development. Developmentally, they will not only operate in a mutually reinforcing manner. Rather, self-concepts will directly affect learners' outcome attributions in a particular academic setting. Current research in the English as a foreign language (EFL) context has increasingly analyzed learners' attributions and self-concepts on a task-specific construct level. Nevertheless, there still exist certain research gaps in the field, particularly concerning learners' grammar self-concept and attributions. Therefore, the present study aimed at analyzing longitudinal relations of prior performance and self-concept with subsequent attributions of grammar success and failure in a sample of preadolescent EFL learners. Findings demonstrated that attributional patterns mostly but not entirely depended on learners' grammar self-concept. Poor performing learners holding a low self-concept displayed a maladaptive attribution pattern for explaining both grammar success and failure. Though not with respect to all causal factors, these findings largely confirm the crucial role of task-specific self-concept in longitudinally explaining related control beliefs in the EFL context. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01