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In search of academic voice: the impact of instructional grouping configurations on English language learner academic language production
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| 342 |
Factors that foster Latina, English language learner, non-traditional student resilience in higher education and their persistence in teacher education
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| 343 |
Experiences of adult English language learners previously enrolled in English as a second language noncredit (ESLN) courses and currently enrolled in credit courses at a California community college
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| 344 |
Middle school ELL and LD teachers' perceptions of the importance of reading methods
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| 345 |
Plenty too much Chinese food: variation in adjective and intensifier choice in native and non-native speakers of English
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| 346 |
Validity and Fairness in Accommodations, Special Provisions, and Participation Decisions on the Ontario Secondary School Literacy Test
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| 347 |
A Case Study on Multi-level Language Ability Groupings in an ESL Secondary School Classroom: Are We Making the Right Choices?
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| 348 |
An Achievement Gap Revealed: A Mixed Method Research Investigation of Canadian-born English Language Learners
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| 349 |
Delayed Versus Immediate Corrective Feedback on Orally Produced Passive Errors in English
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| 350 |
Individual Differences and the Learning of Two Grammatical Features with Turkish Learners of English
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Abstract:
This study investigated relationships between individual learner differences and the learning of two English structures that differed in their grammatical difficulty. Using a quasi-experimental design, 66 secondary-level learners of English as a foreign language from three intact classes were provided with four hours of instruction on two L2 structures –one considered relatively easy to learn (i.e., past progressive) and the other relatively difficult to learn (i.e. passive construction). The participants were pretested on their knowledge of both structures and posttested immediately after the instruction. Learners’ progress was measured via written grammaticality judgment tests (GJT) and oral production tasks (OPT). The instruments to measure individual learner differences included a computerized language aptitude test, an L1 metalinguistic awareness test, a motivation questionnaire, a backward digit span test, and a learner retrospection questionnaire. The results revealed that aptitude and motivation were the two variables that significantly contributed to learners’ gains with respect to the ‘passive’ and that L1 metalinguistic awareness explained significant variation in learners’ gains regarding the ‘past progressive’. These relationships were observed with learners’ performance on the written but not oral measures. A detailed analysis of the aptitude test components revealed that the grammatical inferencing subtask was significantly related to L2 gains on the ‘passive’ – again only with respect to learners’ performance on the written GJT. The results also revealed that learners with different aptitude profiles (i.e., low, medium, high) benefited differently from instruction on the two target features. High aptitude learners performed better than low aptitude learners on the ‘passive’ as measured by the GJT posttest. With respect to the ‘past progressive’ only learners in the medium aptitude profile group improved significantly on the written GJT. These findings confirm that language aptitude holds a role in language learning but that there are other factors (i.e., motivation and L1 metalinguistic awareness) that also contribute to L2 progress. These results also provide evidence from a classroom-based study that the grammatical difficulty of what is to be learned is a factor in determining what cognitive abilities L2 learners rely on in their efforts to learn a new language. ; PhD
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Keyword:
0727; English as a foreign language; individual learner differences; instructed second language acquisition; Language teaching
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URL: http://hdl.handle.net/1807/35085
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