Our contribution draws on quantitative data from a longitudinal mixed-methods study to uncover different patterns of social contacts of study abroad (SA) students and the relationship of these social contacts with (a) language use, (b) target language development, and (c) contextual variables. Data were obtained by means of online questionnaires…

This study examined the language anxiety level felt during 3 stages in the second-language acquisition process (input, processing, and output) among 97 college students learning French as a Second Language. It found that language anxiety and language proficiency were strongly related in each of the stages. (37 references) (MDM)

Relations between various measures of attitudes toward self, the native language group, the target language group, reasons for learning ESL, reasons for traveling to the U.S. and attained proficiency in ESL were investigated. Attitudes toward self and the native language group were positively correlated with attained proficiency in ESL. (CHK)

It was found that native English speakers and native Spanish speakers who listened to tapes of Puerto Rican learners of English of various levels of proficiency differed principally in how they rated the linguistic form of the speakers and in the annoyance reported. Pronunciation and hesitations were reported by both groups as the most distracting…

Examines: (1) correlations between attitudes of Japanese students toward various variables, and their proficiency in English; and (2) the validity of attitude measures. (Author/AM)

Describes a study in which second language students of French and students of English as a Second Language enrolled in a special introductory psychology course in their second language in a special, sheltered class. Students successfully mastered the subject matter and measurably improved their second language proficiency. (Author/CB)

English-speaking Canadian students were asked why they were learning French and why French-speaking Canadians wanted them to learn it, and the results were compared with their language proficiency and use. Students' expectations of motivational support from the French-Canadian community was a significant and sometimes unique predictor of…

The association between an attitudinal/motivational factor and the acquisition of French oral proficiency is discussed. Eighty-nine Canadian students were satisfied with the intensive French language program while the 65 Americans were not. The sociocultural background of the student plays a major role in the development of attitudes. (PMJ)

European and American students at the University of Bergen, Norway, were found to be more integratively motivated to learn Norwegian than Middle Eastern, African, and Asian students, who were found to be more instrumentally motivated. A weak positive correlation between integrative motivation and language proficiency and a negative correlation…

Investigation of the attitudes of 1,252 children in grades 4 through 12 toward studying Hebrew at their private Jewish school in South Africa measured attitudes toward language learning, traditional orientations, nationalist orientations, motivation, and self-rated proficiency. Results showed that attitudes decreased in positive value over the 9…