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ERIC Number: EJ1153926
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1367-0050
EISSN: N/A
Receptive Multilingualism at School: An Uneven Playing Ground?
Lambelet, Amelia; Mauron, Pierre-Yves
International Journal of Bilingual Education and Bilingualism, v20 n7 p854-867 2017
In this article, we present an analysis of individual factors that influence how well a person can read and understand a text in an unfamiliar, but closely related language--the basis of the so-called teaching of intercomprehension. Our work analyzes these relations from two normally separate perspectives. The first perspective focuses on how individual linguistic profiles affect skills in receptive multilingualism, while the second examines the influence of personality traits on these abilities, an aspect that has not yet been studied in relation to receptive multilingualism. It also discusses the effect of a student's educational background, a major factor for success at school. 180 lower secondary students were asked to perform a task in receptive multilingualism; this task was followed by a psychometric personality test and questions designed to ascertain the linguistic background of the students, their attitude toward language learning, and their interest in the task. The results permit us to identify individual factors that exert more (and less) influence on the processes at work in receptive multilingualism, including personality traits (in particular extroversion and openness to new experiences) and attitudes toward language learning.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Switzerland
Identifiers - Assessments and Surveys: NEO Five Factor Inventory
Grant or Contract Numbers: N/A