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Of these social contextual factors, Dörnyei (2005) [3] argues linguistic self-confidence plays the most important role in motivation in learning a second language. Linguistic self-confidence refers to a person's perceptions of their own competence and ability to accomplish tasks successfully. [ 12 ]
The Pimsleur Language Aptitude Battery was developed by Dr. Paul Pimsleur, also known for the Pimsleur language learning system.The PLAB is the culmination of eight years of research by Pimsleur and his associates from 1958 to 1966, which involved the review of 30 years of published studies regarding a variety of linguistic and psychological factors involved in language learning.
Furthermore, researchers believe that language learners all possess an affective filter which affects language acquisition. If a student possesses a high filter they are less likely to engage in language learning because of shyness, concern for grammar or other factors. Students possessing a lower affective filter will be more likely to engage ...
The "Cell-ed" program enables students to learn English on their cellphones using text messages. Instruction is available in English, Spanish, Chinese and Korean. Citizenship and job skills ...
The increased demand included many learners who struggled with traditional methods such as grammar translation, which involves the direct translation of sentence after sentence as a way to learn the language. Those methods assumed that students aimed to master the target language and were willing to study for years before expecting to use the ...
Yashima called this desire by Japanese to learn English to communicate with the world around them international posture: a general attitude towards the international community that "influences motivation [in learning a second language], which, in turn, predicts proficiency and second language communication confidence" (Yashima, 2002, p. 63).
Paul Pimsleur, also known for the Pimsleur language learning system, spent time researching four factors that he believed to be related to language learning aptitude. Pimsleur included grade point average as an indication of general academic achievement as well as motivation in his factors.
A 1999 study of 50 years of second-language education at the United States Department of State's Foreign Service Institute found that adult native speakers of English required 24 weeks or 600 classroom hours to achieve general proficiency ("3" on the DLPT, or "Superior" rating on the ACTFL scale) in "Category I" closely cognate languages, such ...