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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.
The models of the process-oriented period explore the short-term and long-term changes in the individuals’ motivation as they learn L2. This approach views motivation as a dynamic factor which fluctuates within a class period, a year, and a lifetime. [3] Models from this period include the process model and the motivational self-system.
The English Baccalaureate (EBacc) is a school performance indicator in England linked to the General Certificate of Secondary Education (GCSE) results. [1]: 7 It measures students' attainment by calculating an average score from specified subject grades. The EBacc includes subjects which are studied in many subsequent university programmes.
In addition, the verbal ability factor indicated how well a student would be able to handle the mechanics of learning a foreign language and the auditory factor indicated how well a student would be able to listen to and produce phrases in a foreign language.
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).
Goal theory is the label used in educational psychology to discuss research into motivation to learn. Goals of learning are thought to be a key factor influencing the level of a student's intrinsic motivation .
This study found a list of six different strategies, which were similar to those proposed by Rubin and Stern: [6] Good language learners find an appropriate style of learning. Good language learners involve themselves in the language-learning process. Good language learners develop an awareness of language as both system and communication.
Motivation can be a powerful factor; low motivation may cause poor performance in a language course or training program despite a high score on an aptitude test like the MLAT. Alternatively, a relatively low score on an aptitude test combined with high motivation to learn a language may result in average or even above average performance ...
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