Self-Instruction and Success
A Learner-Profile Study
Bibliographic Data
| ID | 22871982 |
|---|---|
| Authors | Francis R Jones (0000-0003-4875-5296, University of Newcastle Australia, corresponding author) |
| Year | 1998 |
| Volume | 19 |
| Issue | 3 |
| Pages | 378-406 |
| Publication date | 1998-09-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0142-6001 • E-ISSN: 1477-450X |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1093/applin/19.3.378 |
| OpenAlex | W1987732096 |
| Language | EN |
| Citations received | 3 |
Interviews of 70 British adult learners with experience of self-instruction in a range of foreign languages generated profiles of language experience at learner and at self-instructed language-token level Multivanate analysis showed clear separation between languages with and without self-instruction, the most effective learning route appears to be starting with classwork, but adding or going over to self-instruction at a later stage, ab intio self-instruction results in low command and high dropout, but may meet modest, short-term learner needs Sense of success, however, seemed to be based more on self-image than on external achievement, and L1-L2 cognacy appeared to have little effect on achievement
Dropout (neural networks) · Foreign language · Mathematics education · Pedagogy · Computer Science · EFL/ESL Teaching and Learning · Psychology
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,11 |
| Citation span | 1999 - 2021 (23) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |