Self-instruction and success: A learner-profile study  

Oleh:

Jones, Francis R.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Applied Linguistics (Full Text) vol. 19 no. 3 (Sep. 1998), page 378-406.
Fulltext: Vol 19, 3, p 378-406.pdf (2.25MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/APL/19 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

Interviews of 70 British adult learners with experience of self-instruction in a range of foreign languages generated profiles of language experience at learner and at self-instructed language-token level. Multivariate analysis showed: clear separation between languages with and without self-instruction; the most effective learning route appears to be starting with class-work, but adding or going over to self-instruction at a later stage; ab initio self-instruction results in low command and high dropout, but may meet modest, short-term learner needs. Sense of success, however, seemed to be based more on self-image than on external achievement; and L1-L2 cognacy appeared to have little effect on achievement.

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