Literaturnachweis - Detailanzeige
| Autor/inn/en | Swain, Merrill; Burnaby, Barbara |
|---|---|
| Institution | Ontario Inst. for Studies in Education, Toronto. Bilingual Education Project. |
| Titel | Personality Characteristics and Second Language Learning in Young Children: A Pilot Study. Working Papers on Bilingualism, No. 11. |
| Quelle | (1976), (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | French; Immersion Programs; Individual Characteristics; Language Instruction; Language Programs; Parent Attitudes; Personality; Personality Studies; Personality Theories; Personality Traits; Primary Education; Psycholinguistics; Second Language Learning |
| Abstract | This study explores: (1) on the theoretical level, the relationship of certain personality characteristics to second language learning among young children; and (2) on the practical level, if the bases parents use for deciding whether to enroll their child in a second language program are well-founded. In their kindergarten year, 63 French immersion pupils and 68 pupils in the English program with French as a second language were rated by their teachers on nine personality characteristics. These scores were correlated with the children's French language achievement scores in kindergarten, grade one and grade two. The results indicate that two personality characteristics dominated the significant correlations for the French immersion group. The English program data showed a similar pattern but with fewer significant correlations. A t-test indicated that the immersion children were rated significantly higher than the other group on three personality characteristics. Only one of these, however, correlated highly with French achievement and another appeared to have some negative effects. (Author) |
| Anmerkungen | Bilingual Education Project, The Ontario Institute for Studies in Education, 252 Bloor St. West, Toronto, Ontario, Canada M5S 1V6 (as long as supply lasts) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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