NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1163375
Record Type: Journal
Publication Date: 2017-Dec
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0142-6001
EISSN: N/A
Individual Differences in Early Language Learning: A Study of English Learners of French
Courtney, Louise; Graham, Suzanne; Tonkyn, Alan; Marinis, Theodoros
Applied Linguistics, v38 n6 p824-847 Dec 2017
The present longitudinal study examines the interaction of learner variables (gender, motivation, self-efficacy, and first language literacy) and their influence on second language learning outcomes. The study follows English learners of French from Year 5 in primary school (aged 9-10) to the first year in secondary school (Year 7; aged 11-12). Language outcomes were measured by two oral production tasks, a sentence repetition task and a photo description task, both of which were administered at three time points. Longitudinal data on learner attitudes and motivation were collected via questionnaires. Teacher assessment data for general first language literacy attainment were also provided. The results show a great deal of variation in learner attitudes and outcomes and that there is a complex relationship between first language literacy, self-efficacy, gender, and attainment. For example, in general, girls held more positive attitudes to boys and were more successful. However, the inclusion of first language ability, which explained 29-39 per cent of variation, shows that gender differences in attitudes and outcomes are likely mediated by first language literacy and prior learning experience.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://applij.oxfordjournals.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A