Second Language Learning:
How important are the learner's past experiences and attitudes?

by Joanna Sturiano

Procedure

My approach towards evaluating language learning experiences in light of a learner's past experiences with second language learning consisted of handing out and collecting two different surveys. My group for study was an Intensive Elementary German class of approximately 25 students at Mount Holyoke College, during the spring 1999 semester. These students were a mixed group in terms of their previous second language learning experiences. Some had studied German before, others, not German, but some other second language. This course was ideal as my subject group, in that I could study these students from different language learning backgrounds in a condensed time period of one semester. This span allowed for my quick observation and study of their changes in attitudes and expectations over time.

I administered the first survey to the class on 1/29/99, during the first week of class. I then studied the results and mixed responses to that survey, and then created a new, second survey based on those responses, which I then administered to the class on 4/9/99. The first survey asked for background information regarding each student's past experiences learning foreign languages, and asked them to evaluate that learning, and state their expectations and anticipations for the semester ahead of them. The survey also addressed the students' own perceptions of their enthusiasm, skills and abilities in the study of second languages. The second and final survey questioned the students about those same self-perceptions, opinions of the course, and expectations that were or were not met.

My goal in administering these surveys was to measure and evaluate a change over time in the students' self-reported attitudes and expectations in second language learning. Secondly, I wanted to find out if those students whose expectations and desired methods of language learning were used within the class reported any resultant changes in attitudes. Although I did not intend to analyze grades received by these students, I did pair those students' first surveys with their second, and attempted to create individual case studies, illuminating the changes over time in all areas of analysis. From these studies I made both individual conclusions and then general hypotheses.

An unfortunate source of error and selection within my group of study was the decreased number of students completing the second survey, compared with those who had taken the original survey. Of the 22 students who had originally completed the first survey, only 13 took the second; therefore, I have compiled those thirteen profiles for review. The data from the other 9 first surveys was used to add to the general conclusions I drew, and the trends shown in the results.

Please refer to the surveys and/or case studies for further analysis of this project.

return to introductory page ** feedback: email me

see sample survey 1 ** see sample survey 2

go to case studies ** see results/conclusions

this site was last updated 5/4/99

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