Individual differences in second language learning

The purpose of the study was to investigate individual differences in French language achievement in a group of grade 1 anglophone students attending a total early immersion program. A number of different predictor factors were used to predict achievement in French language arts, listening comprehen...

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Bibliographic Details
Published in:Applied psycholinguistics 1980-02, Vol.1 (1), p.95-110
Main Authors: Genesee, Fred, Hamayan, Else
Format: Article
Language:English
Subjects:
Didaktische Grundlageninformation
Einstellung (Psy)
Französisch
Fremdsprachenunterricht
Individueller Unterschied
Intelligenz (Psy)
Kind
Leistungsüberprüfung
Primarbereich
Psycholinguistik
Schüler
Vorschule
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Summary:The purpose of the study was to investigate individual differences in French language achievement in a group of grade 1 anglophone students attending a total early immersion program. A number of different predictor factors were used to predict achievement in French language arts, listening comprehension and oral production; achievement in English reading was also assessed. The predictor factors included indices of the students' attitudes, personality traits, non-verbal reasoning ability, degree of field independence and school-related behavior. Multiple regression techniques were used to analyze the associations between the predictor factors and the results of the achievement tests. Teachers' ratings of the students' behavior along with the cognitive factors of field independence and non-verbal reasoning ability were found to be positively correlated with achievement in French language arts and listening comprehension. The cognitive factors were also found to correlate positively with achievement levels in English reading. No significant predictors emerged in the case of oral production. The findings are discussed further in terms of their pedagogical implications.
ISSN:0142-7164
1469-1817
DOI:10.1017/S0142716400000758