Relationships between foreign language learning and four characteristics— anxiety, aptitude, attitudes and attributions for success—were investigated for 95 students enrolled in introductory level Spanish classes at a large, southeastern university in the United States. Examination grades resulted in significantly positive correlation with an aptitude measure and significantly negative correlation with luck attributions for foreign language success (p < .05). Students identified as gifted tended to score higher than those with learning disabilities on exams, though not significantly higher, perhaps as a result of the small sample size and highly variable performance of the gifted students (p < .05). In addition, the gifted students reported less anxiety (p < .04). Females reported higher anxiety (p < .001) than males though they earned (non-significantly) higher scores (than males) on exams (p > .05). Modern Language Aptitude Test Part IV and luck attributions significantly predicted exam grades within a multiple regression analysis. In a second multiple regression analysis, only effort and ability attributions significantly predicted anxiety. Results underscore the importance of understanding and addressing both cognitive and affective variables in learning a new language.
Bell, Sherry Mee and McCallum, R. Steve
Do Foreign Language Learning, Cognitive, and Affective Variables Differ as a Function of Exceptionality Status and Gender?.
Vol. 42 Issue (1).
Retrieved from: https://trace.tennessee.edu/internationaleducation/vol42/iss1/6