Individual differences, strategic performance and achievement in second language learners of Spanish
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Violante Luján-Ortega [1] ; David Clark-Carter [1]
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[1] Staffordshire University
Staffordshire University
Reino Unido
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- Localización: Studia linguistica: A journal of general linguistics, ISSN 0039-3193, Vol. 54, Nº 2, 2000, págs. 280-287
- Idioma: inglés
- Enlaces
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Resumen
The study examines whether learners' individual characteristics predict their use of strategies and whether individual differences and strategy use predict achievements in formal language examinations.
Participants were post A-Level learners of Spanish in their first year at University. They were formally assessed for their competence in the language in various tasks. They also performed oral tasks in which they encountered problems due to insufficient linguistic resources, but overcame their deficiencies by using compensatory strategies. Individual differences were assessed through standardised measures of personality/learning style and intelligence. Gender was also noted.
Hierarchical multiple regressions were conducted. They revealed that IQ, learning style, and the strategies adopted by the students each explain a substantial and significant amount of variance in assessment. In addition, although not significant, the results suggest that participants' individual differences do predict aspects of their strategy use.
