Learner Factors Leading to Success on Intensive Language Courses

Abstract

The research considers the variety of courses produced to meet the demand for Intensive Language instruction. In the absence of systematic study on the subject, this research raises questions such es how to define an intensive course and how to ensure its success and that of its students. Chapter I first reviews the descriptive and analytical literature published on intensive courses and categorizes a number of factors seen to affect the success of the learner and of the course. The second part of the chapter reports and analyses the results of a survey Carried out in public and private educational establishments offering intensive language courses to adults in Britain. From the results obtained, more precise criteria are given to define the term "intensive" and the research offers a definition of success in terms of the learner and of the course. Chapter 2 consists of the Case Studies of five intensive courses chosen for the variety of conditions which they offer. The characteristics of each course are examined in order to assess their degree of success and to establish the factors which have affected the learner's success. Chapter 3 focuses on the various learner factors and examines the influence of each ane on language learning in general and on intensive language learning in particular. Psychological factors are considered first: affective aspects such as motivation and attitudes; cognitive aspects such as language aptitude, intelligence and educational background; and aspects of personality. The social factors contributing to the learner's success are examined next and finally the physical factors. The conclusion gives a description of the ideal learner and of the ideal administrative and instructional conditions in which an intensive course should operate. Finally, it suggests areas which need further experimental research and possible future developments of intensive language courses.