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Applied Linguistics 1998 19(3):378-406; doi:10.1093/applin/19.3.378
© 1998 by Oxford University Press
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Self-Instruction and Success: A Learner-Profile Study

FRANCIS R JONES

The Language Centre, Newcastle University

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


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