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Going solo: The experience of learni...

Bown, Jennifer M.

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Going solo: The experience of learning Russian in a non-traditional environment.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Going solo: The experience of learning Russian in a non-traditional environment./
Author:	Bown, Jennifer M.
Description:	243 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-10, Section: A, page: 3728.
Contained By:	Dissertation Abstracts International65-10A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3144846
ISBN:	0496085891

Going solo: The experience of learning Russian in a non-traditional environment.
Bown, Jennifer M.

Going solo: The experience of learning Russian in a non-traditional environment. - 243 p.

Source: Dissertation Abstracts International, Volume: 65-10, Section: A, page: 3728.

Thesis (Ph.D.)--The Ohio State University, 2004.

This qualitative study examined the experiences of college students studying Russian in a non-classroom-based setting. Interviews with students and instructors, document analysis, narrative journal entries, and calendar diaries were the primary sources of data for this study, which employed a grounded theory methodology to develop a theory that explained the factors that influenced the learning experience. The central idea that emerged from the data centered on the concept of progress: how participants perceived their progress in the self-instructional environment, the behaviors they undertook to make progress in their language study, and the personal and environmental factors that influenced their behaviors. This study found that the following environmental factors strongly influenced learners' perceived ability to make progress in their language learning: the institutional setting, instructional and supporting materials, features of the target language, and instructor behaviors. Internal factors also contributed to the learners' ability to make progress, including the personal situations of the learners, their own behaviors, and affective factors. The study also revealed that affective strategies may play a particularly important role in self-instructed language learning. Moreover, the study posits the concept of locus of learning, a set of beliefs about the role of teacher and learner in the learning process. Locus of learning is found to affect perceived success in self-instructional programs. Further investigation is needed to find ways to facilitate the adaptation process for students in non-traditional environments and thereby enhance their chances for a successful experience.

ISBN: 0496085891Subjects--Topical Terms:

1018115
Education, Language and Literature.

Going solo: The experience of learning Russian in a non-traditional environment.
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245 1 0 $a Going solo: The experience of learning Russian in a non-traditional environment.
300 $a 243 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-10, Section: A, page: 3728.
500 $a Advisers: Daniel E. Collins; Kathryn A. Corl.
502 $a Thesis (Ph.D.)--The Ohio State University, 2004.
520 $a This qualitative study examined the experiences of college students studying Russian in a non-classroom-based setting. Interviews with students and instructors, document analysis, narrative journal entries, and calendar diaries were the primary sources of data for this study, which employed a grounded theory methodology to develop a theory that explained the factors that influenced the learning experience. The central idea that emerged from the data centered on the concept of progress: how participants perceived their progress in the self-instructional environment, the behaviors they undertook to make progress in their language study, and the personal and environmental factors that influenced their behaviors. This study found that the following environmental factors strongly influenced learners' perceived ability to make progress in their language learning: the institutional setting, instructional and supporting materials, features of the target language, and instructor behaviors. Internal factors also contributed to the learners' ability to make progress, including the personal situations of the learners, their own behaviors, and affective factors. The study also revealed that affective strategies may play a particularly important role in self-instructed language learning. Moreover, the study posits the concept of locus of learning, a set of beliefs about the role of teacher and learner in the learning process. Locus of learning is found to affect perceived success in self-instructional programs. Further investigation is needed to find ways to facilitate the adaptation process for students in non-traditional environments and thereby enhance their chances for a successful experience.
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