Student Factors in Foreign Language Learning

Pimsleur, Paul; Mosberg, Ludwig; Morrison, Andrew L.

doi:10.2307/321319

Cited by 20 publications

(19 citation statements)

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“…Obviously important situational variables could presumably alter either high or low motivation. In .a review of the educative factors in language learning Pimsleur, Mosberg and Morrison (1962) concluded that interest in language in general or in the particular languages being studied correlate positively with achievement. This finding, while modest, is a consistent one.…”

Section: Second Language Learningmentioning

confidence: 99%

EMPATHY AND SECOND LANGUAGE LEARNING¹

1972

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The study reported here represents the culmination of the development and application of a research strategy whereby hypotheses generated in the clinical circumstance are transposed to a behavioral realm where more rigorous, reproducible, reliable, and valid experimentation is feasible (Guiora 1970). Our concern has chiefly been to apply this strategy to the concept of empathy, choosing as the transposed realm of behavior, language, in particular, authenticity of pronunciation of a second language. In a series of studies we investigated the hypothesis that empathy plays a significant role in the ability to authentically pronounce a second language. The measure which proved to be most successful in predicting authenticity of pronunciation was the Micro‐Momentary Expression (MME) test as modified by us. The present study confirms the original hypothesis that empathy as measured by the MME is positively related to the ability to authentically pronounce a second language. Essentially the MME measure coupled with the Verbal Mental Reasoning test of intelligence and a simple but apparently effective measure of motivation provide, we believe, a major contribution to the prediction of pronunciation ability. Adding the Army Language Aptitude Test as a linguistic measure, the combined instruments constitute a powerful predictive battery.

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Section: Second Language Learningmentioning

confidence: 99%

EMPATHY AND SECOND LANGUAGE LEARNING¹

1972

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“…Other researchers have attempted t o identify additional factors which influence achievement. After reviewing the literature, Pimsleur (1962) posited that verbal intelligence and motivation are the two most important variables ir? second-language learning.…”

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confidence: 99%

Affective and Ability Factors in Second‐language Acquisition

1975

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Although past research studies have failed to yield consistently positive correlations between motivation and achievement in second‐language classes, teacher experience clearly indicates that student attitudes and opinions do have a decided effect on learning. The question confronting both teachers and researchers is what student affective characteristics influence learning and what influence each has. The purpose of this study was to examine the effect of three affective student characteristics, in comparison with selected student ability characteristics, on course grade in elementary language courses. In this study there were as many positive correlations between the affective characteristics and course grade as there were between ability factors and course grade. The implication was that affective characteristics have at least as much influence on learning as do ability factors.

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“…By way of concluding this probing into conversations not pursued though they might have suggested themselves, I refer to Pimsleur, Mosberg, and Morrison (1962) and their consideration of important student factors in FL learning. In conjunction with an extensive review of the experimental literature, they observed that, of the hundreds of items that initially suggested themselves as influential for learners age 12 and above, only approximately 40 seemed to be pertinent.…”

Section: Finding a New Conversational Partner: Considering A Role Formentioning

confidence: 99%

Shaping the Discourse of a Practice: The Role of Linguistics and Psychology in Language Teaching and Learning

Byrnes

2000

The Modern Language Journal

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This article treats the Modern Language Journal (MLJ) as a site for observing how a particular community, foreign language teachers, over an 85-year period shaped its practices discursively, gradually developing a particular kind of professional identity. Instead of treating the current situation as the result of a straight-line sequence of rational choices, this article points to various dynamics external and internal to the field whose influence was by no means preordained nor even necessarily beneficial. Focusing on the relationship between language teaching and disciplinary inquiry in linguistics and psychology, it identifies (a) a period in which the Journal and its readership circumscribed their interest in teaching modern, as opposed to classical languages; (b) a period in which both linguistics and psychology offered important insights, with linguistics, ultimately, dominating practice; (c) the rise of psycholinguistic models that, alongside existing understandings, led to enormously varied beliefs and approaches; and (d) a time for renegotiating our professional identity in light of a multiplicity of voices, interests, and models of research and practice. It concludes that the advantages of professionalization through disciplinary inquiry and the power it conveys to certain voices need to be balanced against the gains made possible with a kind of professional multilingualism.

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Student Factors in Foreign Language Learning

Cited by 20 publications

References 14 publications

EMPATHY AND SECOND LANGUAGE LEARNING¹

EMPATHY AND SECOND LANGUAGE LEARNING¹

Affective and Ability Factors in Second‐language Acquisition

Shaping the Discourse of a Practice: The Role of Linguistics and Psychology in Language Teaching and Learning

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Student Factors in Foreign Language Learning

Cited by 20 publications

References 14 publications

EMPATHY AND SECOND LANGUAGE LEARNING1

EMPATHY AND SECOND LANGUAGE LEARNING1

Affective and Ability Factors in Second‐language Acquisition

Shaping the Discourse of a Practice: The Role of Linguistics and Psychology in Language Teaching and Learning

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Product

Resources

About

EMPATHY AND SECOND LANGUAGE LEARNING¹

EMPATHY AND SECOND LANGUAGE LEARNING¹