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  • 1985-1989  (5)
  • 1
    Electronic Resource
    Electronic Resource
    Anxiety and Second-Language Learning: Toward a Theoretical Clarification (1989)
    Oxford, UK : Blackwell Publishing Ltd
    Language learning 39 (1989), S. 0 
    Details
    ISSN: 1467-9922
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Linguistics and Literary Studies , Psychology
    Notes: Reviews of the literature on foreign-language anxiety show a considerable amount of ambiguity arising from the conflicting results of past studies. This study attempts to show that these difficulties can be resolved given an awareness of the theoretical perspective from which this research has developed. Specifically, it was predicted that anxiety based in the language environment would be associated with language learning whereas other types of anxiety would not show consistent relationships to performance. Eleven anxiety scales were factor analyzed yielding two orthogonal dimensions of anxiety which were labelled General Anxiety and Communicative Anxiety. It was found that only Communicative Anxiety is a factor in both the acquisition and production of French vocabulary. Analyses of the correlations between the anxiety scales and the measures of achievement show that scales of foreign-language anxiety and state anxiety are associated with performance. Scales of test anxiety, audience sensitivity, trait anxiety, and other types of anxiety did not correlate with any of the production measures. Finally, a model is proposed which describes the development of foreign-language anxiety.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1111/j.1467-1770.1989.tb00423.x
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    Paper (German National Licenses)
    Fulltext
  • 2
    Electronic Resource
    Electronic Resource
    SOCIAL FACTORS IN SECOND LANGUAGE ATTRITION (1985)
    Oxford, UK : Blackwell Publishing Ltd
    Language learning 35 (1985), S. 0 
    Details
    ISSN: 1467-9922
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Linguistics and Literary Studies , Psychology
    Notes: A retrospective design was used to study the effects of attitudes, motivation and reported language use on second language attrition. Students who had been registered in an intensive six-week course in French in the province of Quebec were mailed questionnaires which asked them to rate their perceived second language skills upon completion of the course as well as their present skill levels (six months later). Attitudinal/motivational variables were also assessed, along with measures of second language use during the six month period. Results, based on a sample of 79 students, indicated attrition on the medium-level language skills of speaking and understanding. No attrition was evidenced for reading skills. A factor analysis revealed that subjects residing in areas where French was available spent more time using their second language skills. Analyses of variance demonstrated a loss of speaking and understanding skills as a function of attitudes as students with less favourable attitudes and motivation evidenced significant language loss on these skills. In terms of language use, a significant loss was found in speaking skills for the low use group but not the high use group. Contrary to expectations, language use was found to be independent of attitudes. Issues are raised for researchers interested in the unexplored area of second language attrition.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1111/j.1467-1770.1985.tb00359.x
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    Paper (German National Licenses)
    Fulltext
  • 3
    Electronic Resource
    Electronic Resource
    Linguistic Factors in Second-Language Loss (1987)
    Oxford, UK : Blackwell Publishing Ltd
    Language learning 37 (1987), S. 0 
    Details
    ISSN: 1467-9922
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Linguistics and Literary Studies , Psychology
    Notes: This study investigated the nature of the linguistic features lost in oral French over the summer vacation period by 89 English speaking Grade 9 students. These students had been studying French in a regular second-language program since Grade 6 and had completed an average of 120 hours of instruction. Global analyses revealed significant reductions in total time, speaking time, number of pauses, quantity of production and grammatical accuracy on tasks requiring production of discourse, suggesting a general deterioration in language proficiency. There was, however, no significant reduction on tasks requiring production of individual vocabulary items. A more molecular analysis focused on the use of various grammatical structures and specific parts of speech. The results of this latter analysis indicated that losses take place in most grammatical elements, but that effects were most pronounced for those elements that were learned most recently. These results were discussed and contrasted with first-language loss where vocabulary elements appear to suffer loss before grammatical forms.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1111/j.1467-1770.1987.tb00574.x
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    Paper (German National Licenses)
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  • 4
    Electronic Resource
    Electronic Resource
    Attitudes and Motivation (1988)
    New York : Cambridge University Press
    Annual review of applied linguistics 9 (1988), S. 135-148 
    Details
    ISSN: 0267-1905
    Source: Cambridge Journals Digital Archives
    Topics: Linguistics and Literary Studies
    Notes: The notion that attitudes and motivation would be implicated in second language acquisition is not a new one. As early as 1941, Jordan investigated the relation between attitudes toward a number of school subjects and grades in those subjects, and found the relationships for French to be among the highest. A number of later studies by other researches also showed relationships between attitudes towards learning languages and proficiency in the language (see Gardner 1985 for a review). The first reference to a possible relationship between attitudes toward the other language community and achievement in that language, however, appears to have been made by Arsenian (1945). One of the many relevant questions he raised, for example, was, “In what way do affective factors, such as social prestige, assumed superiority, or—contrariwise—assumed inferiority, or enforcement of a language by a hated nation affect language learning in a child?” (Arsenian 1945:85).
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1017/S0267190500000854
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    Paper (German National Licenses)
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  • 5
    Electronic Resource
    Electronic Resource
    The Socio-Educational Model of Second-Language Learning: Assumptions, Findings, and Issues (1988)
    Oxford, UK : Blackwell Publishing Ltd
    Language learning 38 (1988), S. 0 
    Details
    ISSN: 1467-9922
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Linguistics and Literary Studies , Psychology
    Notes: Au criticizes the socio-educational model of second-language learning and argues that the research literature does not offer strong support for it. The present article responds to these criticisms, indicating where they are based on invalid assumptions and/or a simplistic interpretation of the model, and reviews research findings that attest to the validity of the model. It is argued that Au's criticisms are valuable, however, in that they highlight issues in this research area, and some of the ones that are believed to be most important are then reviewed.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1111/j.1467-1770.1988.tb00403.x
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    Paper (German National Licenses)
    Fulltext
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