Prediction of Success in College Foreign Language Courses

Prediction of performance in first-year foreign language courses: Connections between native and foreign language learning.

“…Should previous English grade be an important variable in predicting foreign language learning, an explanation for its presence in the model is needed. Also, foreign language aptitude measures such as the Modern Language Aptitude Test-Long Form and Language Aptitude Battery consistently have been found to be good predictors of foreign language learning in previous studies (see Ayers et al, 1973;Carroll, 1981Carroll, , 1985Cloos, 1971;Pimsleur, 1966b). These instruments, for the most part, measure language in a decontextualized setting, just as foreign language achievement is measured largely by decontextualization abilities.…”

“…Currall and Kirk (1986) suggest that foreign language placement decisions generally are made with one or more of the following types of information: standardized questionnaires; aptitude tests; grades in non-foreign language courses (e.g., English), overall academic performance, or both; knowledge of performance in previous foreign language courses; hunches based on interviews and common sense; and demographic data. Standardized measures of foreign language aptitude, such as the Modern Language Aptitude Test—Long Form (Carroll & Sapon, 1959) or Pimsleur’s Language Aptitude Battery (Pimsleur, 1966a), are not widely used today, despite early studies indicating that they are relatively successful in predicting foreign language success or failure in high school or college (Ayers, Bustamante, & Campana, 1973; Carroll, 1981, 1985; Currall & Kirk, 1986; Skehan, 1991). An area heretofore not extensively investigated in the prediction literature is the importance of one’s native language in determining foreign language potential, although foreign language researchers have discussed connections between native language and foreign language learning.…”

A Modified Spanish Sequence for Students With Language‐Based Learning Disabilities

“…However, for many students, learning a foreign language can be a difficult endeavor, especially for those with learning disabilities (LDs; Downey, Snyder, & Hill, 2000;Gajar, 1987;Ganschow, Sparks, & Javorsky, 1998;Sparks, Philips, Ganschow, & Javorsky, 1999a). Even for students who have met competitive admissions criteria for acceptance into universities and colleges, the foreign language requirement at the postsecondary level can be a formidable challenge (Ayers, Bustamante, & Campana, 1973;Dinklage, 1971;Freed, 1987;Ganschow et al, 1998).…”