Learning Behaviors of Successful Adult Students on Intensive Language Training.

Autor/in	Wesche, Marjorie B.
Titel	Learning Behaviors of Successful Adult Students on Intensive Language Training.
Quelle	(1977), (18 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Adult Learning; Adult Students; Class Activities; French; Intensive Language Courses; Language Instruction; Language Processing; Language Proficiency; Language Research; Languages for Special Purposes; Learning Activities; Learning Processes; Learning Theories; Listening Comprehension; Postsecondary Education; Second Language Learning; Skill Development; Speech Communication + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Französisch; Intensivkurs; Sprachkurs; Sprachverarbeitung; Language skill; Language skills; Sprachkompetenz; Sprachforschung; Sprachhandlungsfähigkeit; Lernaktivität; Learning process; Lernprozess; Learning theory; Lerntheorie; Hörverständnis; Post-secondary education; Tertiäre Bildung; Zweitsprachenerwerb; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	The study described here sought to identify and define "learning behaviors" characteristic of those adult students who were highly successful in acquiring listening and speaking fluency in French in an intensive language training program. Data were collected from behavioral observation of students in the classroom, in-depth interviews with them, pre-training questionnaires and objective predictive measures. The learning behaviors are described including their frequency of occurrence during selected classroom activities and the relationship of these behaviors to achievement in listening and speaking skills. The statistical analyses are supplemented by group findings from interviews with the eleven highest and seven lowest achievers. Findings are interpreted in terms of an information processing model. The results suggest that the most successful learners are those who use their exposure time in the L2 actively and who seek to extend this outside the classroom. With regard to the appropriateness of an information-processing model for language learning, one conclusion is that satisfactory explanation of the language acquisition process remains beyond the reach of present theory or research. (Author/AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01