Ágnes Albert

Stories students tell

Creativity and oral narrative task performance of English majors in Hungary

Table 24. Correlations of aptitude test scores and scores on language proficiency tests for first-year English majors (N = 41)

	TOEFL Listening Comprehension	TOEFL Structure and Written Expression	TOEFL Vocabulary and Reading Comprehension	Total TOEFL score	C-test score
Hidden Sounds	.20	.23	.22	.24	.15
Language Analysis	.23	.26	.33*	.32*	.28
Words in Sentences	.04	.13	.13	.10	.21
Vocabulary Learning	.04	.08	.11	.10	.01
Total Language Aptitude score	.11	.26	.24	.24	.21

* p < .05. ** p < .01.

Tartalomjegyzék

Stories students tell: Creativity and narrative task performance
COPYRIGHT PAGE
Series editors’ foreword
chevron_rightForeword
- References
Acknowledgements
Chapter 1: Introduction
chevron_rightChapter 2: Theoretical Background of the Research
- 2.1. Introduction
- chevron_right2.2. Individual differences in language learning
  - chevron_right2.2.1. Language aptitude
    - 2.2.1.1. Conceptualizing language aptitude
    - 2.2.1.2. Measuring language aptitude
  - chevron_right2.2.2. A potentially important ID variable – Creativity
- chevron_right2.3. Tasks in L2 learning
- 2.4. Conclusion: The relevance of creativity and language aptitude for learner performance on tasks
chevron_rightChapter 3: Preliminary Study for Designing Narrative Tasks
- 3.1. Introduction
- chevron_right3.2. Background
- chevron_right3.3. Methods
- chevron_right3.4. Results and discussion
- 3.5. Conclusion and implications
chevron_rightChapter 4: Methods
- 4.1. Introduction
- 4.2. Research questions
- 4.3. Design
- 4.4. Participants
- chevron_right4.5. Instruments
- 4.6. Procedures
- chevron_right4.7. Analysis
- 4.8. Statistical analysis
chevron_rightChapter 5: Findings Concerning Individual Differences in Abilities and Proficiency
- 5.1. Introduction
- chevron_right5.2. Results
- chevron_right5.3. Discussion
- 5.4. Conclusion
chevron_rightChapter 6: Task Performance on Cognitively Less and More Complex Tasks
- 6.1. Introduction
- chevron_right6.2. Results
- chevron_right6.3. Discussion
- 6.4. Conclusion
chevron_rightChapter 7: Correlations of Individual Differences and Proficiency
- 7.1. Introduction
- chevron_right7.2. Results
- chevron_right7.3. Discussion
- 7.4. Conclusion
chevron_rightChapter 8: Correlations of Individual Differences in Proficiency and Abilities with Task Performance Measures
- 8.1. Introduction
- chevron_right8.2. Results
- chevron_right8.3. Discussion
- 8.4. Conclusion
chevron_rightChapter 9: Conclusions and Pedagogical Implications
- 9.1. Introduction
- 9.2. Summary of findings
- 9.3. Limitations
- 9.4. Pedagogical implications and directions for future research
References
Appendix A - Single picture task A
Appendix B - Single picture task B
Appendix C - Picture sequence task A
Appendix D - Picture sequence task B
Appendix E - Cartoon strip task A
Appendix F - Cartoon strip task B
Appendix G - Post-task interview
Appendix H - Evaluation criteria for the oral narrative task
Appendix I - New picture sequence task A
Appendix J - New picture sequence task B
Appendix K - C-test used in the study
Appendix L - Sample tasks from HUNLAT

Kiadó: Akadémiai Kiadó

Online megjelenés éve: 2021

ISBN: 978 963 454 669 6

Nyelvészet

This monograph presents research conducted in connection with the relationships between individual difference variables, like creativity and language aptitude, and the oral narrative task performance of first year English major university students. Changes in language instruction that involve greater reliance on learners' creativity imply that researching creativity as a potentially important individual variable should be imminent. The prominence of tasks in the classroom and in tests suggests that tasks and their decisive features leading to differences in task performance should also be investigated. The findings of the monograph contribute to a deeper understanding of how different individual differences contribute to oral narrative task performance on the one hand, and on the other, they shed light on the differential effects of task complexity. Therefore, the monograph might be of interest for researchers, course book writers and practising teachers alike.

Hivatkozás: https://mersz.hu/albert-stories-students-tell//

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