Socio-Interactive Practices and Personality in Adult Learners of English with Little Formal Education

Autor/inn/en	Ramirez-Esparza, Nairan; Harris, Kathryn; Hellermann, John; Richard, Clemence; Kuhl, Patricia K.; Reder, Steve
Titel	Socio-Interactive Practices and Personality in Adult Learners of English with Little Formal Education
Quelle	In: Language Learning, 62 (2012) 2, S.541-570 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/j.1467-9922.2011.00631.x
Schlagwörter	Video Technology; Adult Basic Education; Adult Learning; Adult Students; Personality; Educational Technology; Educational Background; English (Second Language); Second Language Learning; Educational Attainment; Literacy; Second Language Instruction; Tests; Scores; Learning Processes; Social Behavior; Correlation; Interpersonal Communication + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adulte education; Adult training; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Personalität; Unterrichtsmedien; Vorbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bildungsabschluss; Bildungsgut; Alphabetisierung; Schreib- und Lesefähigkeit; Fremdsprachenunterricht; Examination; Prüfung; Examen; Learning process; Lernprozess; Social behaviour; Soziales Verhalten; Korrelation; Interpersonale Kommunikation
Abstract	Drawing on a large corpus of video-recorded classroom data, the goal of this study was to understand the processes and mechanisms associated with learning in individuals who have had little education in their home countries. In order to accomplish this goal, we measured the socio-interactive behaviors and the expression of personality behaviors in learners who attended classes to learn English as a second language, and we analyzed the relationship between socio-interactive behaviors and personality with literacy test scores. The results showed that low-education learners behaved differently in the classroom than high-education learners. Socio-interactive behaviors and personality behaviors were related to literacy test scores. Implications of educational background on learning are discussed as well as the limitations and unique contributions of this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10