ERIC Number: ED302085
Record Type: RIE
Publication Date: 1988
Reference Count: N/A
University Foreign Language Learning: Spanish and Japanese. CLEAR Technical Report Series.
A study examined the attitudes and learning strategies, and their relationships to achievement, of university students enrolled in elementary Spanish (n=88) and elementary Japanese (n=121) for one academic year. For both groups of students, the classroom was seen as the most relevant context for language learning. Specific classroom behaviors demonstrating cognitive rehearsal, such as repeating new forms and taking notes, were positively associated with achievement. Selected individual behavior items (such as socializing with second language speakers, not being afraid to use the new language, and seeking exposure to the new language through media) enhanced second language proficiency. The only differences between persistent and non-persistent students were in two areas. In Spanish, the persistent students saw themselves as more interactive than the non-persistent, whereas in Japanese, the persistent students had more positive initial attitudes toward language study. It is concluded that progress and persistence in elementary foreign language study are shaped by several influences. Further research to refine strategy instruments sensitive to the contextual demands of language use and study, larger-scale studies, and case studies of language learning are recommended. A list of 11 references is included. (Author/MSE)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: California Univ., Los Angeles. Center for Language Education and Research.