Do Foreign Language Learning, Cognitive, and Affective Variables Differ as a Function of Exceptionality Status and Gender?

Autor/inn/en	Bell, Sherry Mee; McCallum, R. Steve
Titel	Do Foreign Language Learning, Cognitive, and Affective Variables Differ as a Function of Exceptionality Status and Gender?
Quelle	In: International Education, 42 (2012) 1, S.86-106 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0160-5429
Schlagwörter	Academic Achievement; Aptitude Tests; Language Aptitude; Learning Disabilities; Anxiety; Second Language Learning; Multiple Regression Analysis; Gender Differences; Correlation; Attribution Theory; Introductory Courses; Spanish; Grades (Scholastic); Scores; Gifted; Identification; Sample Size; Prediction; Second Language Instruction; Affective Behavior; College Students + Suchen Sie Ihr Suchwort? Schulleistung; Aptitude test; Eignungsprüfung; Eignungstest; Sprachbegabung; Spracheignung; Learning handicap; Lernbehinderung; Angst; Zweitsprachenerwerb; Geschlechterkonflikt; Korrelation; Einführungskurs; Spanisch; Notenspiegel; Begabter, Hoch Begabter; Identifikation; Identifizierung; Vorhersage; Fremdsprachenunterricht; Affective disturbance; Active behaviour; Affektive Störung; Collegestudent
Abstract	Relationships between foreign language learning and four characteristics--anxiety, aptitude, attitudes and attributions for success--were investigated for 95 students enrolled in introductory level Spanish classes at a large, southeastern university in the United States. Examination grades resulted in significantly positive correlation with an aptitude measure and significantly negative correlation with luck attributions for foreign language success (p less than 0.05). Students identified as gifted tended to score higher than those with learning disabilities on exams, though not significantly higher, perhaps as a result of the small sample size and highly variable performance of the gifted students (p less than 0.05). In addition, the gifted students reported less anxiety (p less than 0.04). Females reported higher anxiety (p less than 0.001) than males though they earned (non-significantly) higher scores (than males) on exams (p greater than 0.05). Modern Language Aptitude Test Part IV and luck attributions significantly predicted exam grades within a multiple regression analysis. In a second multiple regression analysis, only effort and ability attributions significantly predicted anxiety. Results underscore the importance of understanding and addressing both cognitive and affective variables in learning a new language. (Contains 5 tables.) (As Provided).
Anmerkungen	College of Education, Health, and Human Sciences, University of Tennessee, Knoxville. 420 Claxton Complex, 1126 Volunteer Boulevard, Knoxville, TN 37996. Tel: 865-974-9505; Web site: http://cehhs.utk.edu/publications/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10