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Determining cross-linguistic phonological similarity between segments: The primacy of abstract aspects of similarity
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On the cognitive basis of contact-induced sound change: Vowel merger reversal in Shanghainese
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Relationships of attitudes toward homework and time spent on homework to course outcomes: The case of foreign language learning
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Abstract:
In previous studies of homework in core academic subjects, positive student attitudes toward homework were linked to higher achievement, whereas time spent on homework showed an inconsistent relationship with achievement. This study examined the generalizability of these findings to foreign language learning by analyzing 2,342 adult students' attitudes toward assigned homework, time spent on assigned homework, and achievement outcomes in a variety of foreign language courses. Student ratings of the relevance of homework, the usefulness of feedback provided on homework, and the fairness of homework grading were positively correlated with teacher-assigned grades and standardized proficiency test scores in listening, reading, and speaking. Reported time spent on homework, however, was negatively correlated with these measures. In hierarchical regression analyses, all homework-related variables emerged as significant predictors of outcomes after controlling for potential covariates such as language learning aptitude, demographic variables, and affective factors. Thus, these results provide evidence that language course outcomes are positively associated with attitudes toward homework but negatively associated with time spent on homework. Possible interpretations of these findings are discussed. We suggest that the negative association follows in part from the opportunity cost of time spent on assigned homework, which decreases time spent on individualized study that may be more beneficial for improving language course outcomes.
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Keyword:
BF Psychology; L Education (General); LB Theory and practice of education; LB2300 Higher Education; LD Individual institutions (United States); P Philology. Linguistics
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URL: https://eprints.soas.ac.uk/18999/ https://doi.org/10.1037/a0036497 https://eprints.soas.ac.uk/18999/1/ChangWallTareGolonkaVatz_JEP.pdf
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Bilingual perceptual benefits of experience with a heritage language
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The production and perception of coronal fricatives in Seoul Korean: The case for a fourth laryngeal category
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Evidence for language transfer leading to a perceptual advantage for non-native listeners
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Rapid and multifaceted effects of second-language learning on first-language speech production
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Phonetics vs. phonology in loanword adaptation: Revisiting the role of the bilingual
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Proceedings of the 32nd Annual Meeting of the Berkeley Linguistics Society: General Session and Parasession on Theoretical Approaches to Argument Structure
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Production of phonetic and phonological contrast by heritage speakers of Mandarin
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The phonetic space of phonological categories in heritage speakers of Mandarin
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First language phonetic drift during second language acquisition
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The status of voicing and aspiration as cues to Korean laryngeal contrast
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A tale of five fricatives: Consonantal contrast in heritage speakers of Mandarin
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