scholarly journals From Early Starters to Late Finishers? A Longitudinal Study of Early Foreign Language Learning in School

2017 ◽  
Vol 67 (3) ◽  
pp. 631-664 ◽  
Author(s):  
Nils Jaekel ◽  
Michael Schurig ◽  
Merle Florian ◽  
Markus Ritter
Keyword(s):  
Longitudinal Study ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Early Starters

Native and non-native speech sound processing and the neural mismatch responses: A longitudinal study on classroom-based foreign language learning

2015 ◽  
Vol 72 ◽  
pp. 94-104 ◽  
Author(s):  
Lea B. Jost ◽  
Aleksandra K. Eberhard-Moscicka ◽  
Georgette Pleisch ◽  
Veronica Heusser ◽  
Daniel Brandeis ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Foreign Language ◽  
Language Learning ◽  
Speech Sound ◽  
Foreign Language Learning ◽  
Sound Processing ◽  
Native Speech

scholarly journals A Longitudinal Study of Motivation in Foreign and Second Language Learning Context

2017 ◽  
Vol 6 (2) ◽  
pp. 334
Author(s):  
Eser Ordem
Keyword(s):  
Longitudinal Study ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Complex Nature ◽  
Learning Context ◽  
Self Confidence ◽  
Diary Methods ◽  
High Motivation ◽  
Language Environment

Although motivation has been one of the most commonly studied subjects in second and foreign language learning in recent decades, it still remains an enigma for learners and teachers. This longitudinal study aimed to follow a student (N=1) studying German in both second and foreign language environment for three years. The study was descriptive, idiographic and phenomenographic in nature with the support of interpretive phenomenological analysis. Interview and diary methods were used to collect data about the nature of motivation of the participant. The study contained seven dimensions of motivation to interpret the data. The results showed that the participant was adversely affected by lack of linguistic self-confidence and the problem of milieu and that an individual’s own efforts to reach high motivation might be insufficient without taking external factors into consideration. It was also found that a long observation of motivation has a dynamic, chaotic and complex nature.

A longitudinal study of foreign language anxiety and enjoyment

2021 ◽  
pp. 136216882199334
Author(s):  
Chunmei Pan ◽  
Xian Zhang
Keyword(s):  
Longitudinal Study ◽  
Foreign Language ◽  
Language Learning ◽  
Personality Traits ◽  
Foreign Language Learning ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
English Classes ◽  
Language Learning Motivation ◽  
Over Time

The present longitudinal study investigated the changes of FLE (foreign language enjoyment) and FLA (foreign language anxiety) over time in the foreign language classroom and their relationship with foreign language learning motivation and learners’ personality traits. Fifty-five college students completed an FLE/FLA questionnaire after English classes over 14 weeks. They also completed a motivation questionnaire and a personality questionnaire. The results revealed that FLE was less stable over time as compared to FLA. A number of motivational factors (e.g. ought-to L2 self, ideal L2 self, motivated behavior) were found to be related to both the mean and the variance of FLE and FLA over time. Moreover, several personality traits (e.g. extraversion) also played a role in FLE and FLA. Pedagogical implications were discussed.

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