Differential Prediction of Student Success in Intensive Language Training. Final Report.

Autor/in	Asher, James J.
Institution	San Jose State Coll., California. Dept. of Psychology.
Titel	Differential Prediction of Student Success in Intensive Language Training. Final Report.
Quelle	(1972), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Aptitude Tests; Arabic; Educational Research; French; German; Intensive Language Courses; Korean; Language Instruction; Learning Theories; Mandarin Chinese; Objective Tests; Russian; Second Language Learning; Semitic Languages; Spanish; Student Evaluation; Success; Turkish; Vietnamese + Suchen Sie Ihr Suchwort? Aptitude test; Eignungsprüfung; Eignungstest; Arabisch; Bildungsforschung; Pädagogische Forschung; Französisch; Deutscher; Intensivkurs; Sprachkurs; Koreanisch; Learning theory; Lerntheorie; Objektiver Test; Russisch; Zweitsprachenerwerb; Hebräisch; Spanisch; Schulnote; Studentische Bewertung; Erfolg; Türkisch
Abstract	This report summarizes the results from the first year of a proposed three-year study into ability patterns for learning second languages in intensive training. The languages sampled were Arabic, Mandarin Chinese, German, French, Korean, Russian, Spanish, Turkish, and Vietnamese. Before training, the students were administered these predictive measures: the Modern Language Aptitude Test, the Pimsleur Language Aptitude Battery, the Army Language Test, the Horne Assessment of Basic Linguistic Abilities, the Al-Haik Foreign Language Auditory Aptitude Test, the Foreign Language Interest Inventory, the Otis-Lennon Quick-Scoring Mental Ability Test, the Need for Social Approval, and the Taylor Manifest Anxiety Scale. In addition, certain biographical items were used as predictors, such as age and education. Some of the students in the sample were also assessed for motivation with the Q by Q Interview. Results from preliminary data analysis after six weeks of training suggested that each language may have a unique factor structure with very little overlap between languages. Statistical data are included. (RL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01