Adults' language learning strategies in an intensive foreign language program in the United States

Abstract Exploring a sample of adult language learners, this article shows the relationships between language learning strategies on the one hand and factors such as proficiency, teacher perceptions, gender, aptitude, learning style, personality type, ego boundaries, motivation, and anxiety on the other. This is an almost “optimal” group of language learners. Because of the sophisticated nature of this group of learners, statistical restrictions of range lowered the correlations, which are nevertheless significant and which point to implications for both instruction and further research.

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