Converging Development of English as Foreign Language Listening and Reading Comprehension Skills in German Upper Secondary Schools
Receptive skills in English as a second language are important for students on the verge of entering higher education as this student group (aged 17–19) is expected to apply English regularly in their later life. Previous research in this age group in Germany already implied an increasing overlap be...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2020-06-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/article/10.3389/fpsyg.2020.01116/full |
| _version_ | 1819039613134569472 |
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| author | Christian Spoden Jens Fleischer Michael Leucht |
| author_facet | Christian Spoden Jens Fleischer Michael Leucht |
| author_sort | Christian Spoden |
| collection | DOAJ |
| description | Receptive skills in English as a second language are important for students on the verge of entering higher education as this student group (aged 17–19) is expected to apply English regularly in their later life. Previous research in this age group in Germany already implied an increasing overlap between both skills in this age group, although robustness of this effect across student groups with different learning experiences was not tested. We used language assessment data collected from upper secondary schools (i.e., from 17 to 19-year-old students) in Germany to compare correlations at the beginning and the end of upper secondary education in groups of students from (1) language-related versus non-language-related study profiles and (2) from students with frequent versus less frequent self-reported English-language out-of-school learning activities. In all of these groups, correlations were increasing, indicating converging skills in upper secondary education. The results are discussed in terms of implications for current theories of language research. |
| first_indexed | 2024-12-21T08:55:59Z |
| format | Article |
| id | doaj.art-cb7d5545c1af4ac5a322599ebaebdeb7 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-21T08:55:59Z |
| publishDate | 2020-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-cb7d5545c1af4ac5a322599ebaebdeb72022-12-21T19:09:34ZengFrontiers Media S.A.Frontiers in Psychology1664-10782020-06-011110.3389/fpsyg.2020.01116512970Converging Development of English as Foreign Language Listening and Reading Comprehension Skills in German Upper Secondary SchoolsChristian Spoden0Jens Fleischer1Michael Leucht2German Institute for Adult Education – Leibniz Centre for Lifelong Learning, Bonn, GermanyDepartment of Instructional Psychology, University of Duisburg-Essen, Essen, GermanyIPN – Leibniz Institute for Science and Mathematics Education, Kiel, GermanyReceptive skills in English as a second language are important for students on the verge of entering higher education as this student group (aged 17–19) is expected to apply English regularly in their later life. Previous research in this age group in Germany already implied an increasing overlap between both skills in this age group, although robustness of this effect across student groups with different learning experiences was not tested. We used language assessment data collected from upper secondary schools (i.e., from 17 to 19-year-old students) in Germany to compare correlations at the beginning and the end of upper secondary education in groups of students from (1) language-related versus non-language-related study profiles and (2) from students with frequent versus less frequent self-reported English-language out-of-school learning activities. In all of these groups, correlations were increasing, indicating converging skills in upper secondary education. The results are discussed in terms of implications for current theories of language research.https://www.frontiersin.org/article/10.3389/fpsyg.2020.01116/fulllistening comprehensionreading comprehensionreceptive language skillsupper secondary educationcross-lagged panel design |
| spellingShingle | Christian Spoden Jens Fleischer Michael Leucht Converging Development of English as Foreign Language Listening and Reading Comprehension Skills in German Upper Secondary Schools Frontiers in Psychology listening comprehension reading comprehension receptive language skills upper secondary education cross-lagged panel design |
| title | Converging Development of English as Foreign Language Listening and Reading Comprehension Skills in German Upper Secondary Schools |
| title_full | Converging Development of English as Foreign Language Listening and Reading Comprehension Skills in German Upper Secondary Schools |
| title_fullStr | Converging Development of English as Foreign Language Listening and Reading Comprehension Skills in German Upper Secondary Schools |
| title_full_unstemmed | Converging Development of English as Foreign Language Listening and Reading Comprehension Skills in German Upper Secondary Schools |
| title_short | Converging Development of English as Foreign Language Listening and Reading Comprehension Skills in German Upper Secondary Schools |
| title_sort | converging development of english as foreign language listening and reading comprehension skills in german upper secondary schools |
| topic | listening comprehension reading comprehension receptive language skills upper secondary education cross-lagged panel design |
| url | https://www.frontiersin.org/article/10.3389/fpsyg.2020.01116/full |
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