The characteristics of learners enrolled in advanced level courses in Hebrew, Chinese, and Japanese at Brandeis University

Researchers, practitioners, and policy makers in the field of foreign language study in higher education in the United States are familiar with the phenomenon of declining numbers among learners in advanced foreign language courses. The studies that have examined this phenomenon such as Graman (1987) and Dupuy (1994) investigated the learners of so-called "easy" and commonly taught languages, such as French, German and Spanish and suggest that the learners' positive learning backgrounds outside the formal language program are the main factors that influence the learners' decision to continue their language study in the advanced level courses.;This study offers new direction in understanding the dropout phenomenon. Its goal is to examine the characteristics of learners at the advanced level as a means to explain and understand their motivation to pursue advanced language with the hope that these findings will illuminate the attrition phenomenon in advanced language study. Unlike previous studies, this present work concentrates on learners who have enrolled in advanced foreign language courses in "difficult" languages such as Hebrew, Chinese, and Japanese.;This study thoroughly examines three aspects of these learners: (1) Their psychological aspects; (2) Their beliefs and values; and, (3) Their past and present environments.;In terms of the psychological aspects, the study suggests that the learners of advanced foreign languages have developmental growth and cognition at a very high level. In addition, their personalities are constructed both from independent elements in the areas of motivation and cognition, and from interdependent components in the area of emotion.;This study also indicates that these learners' core values include a belief that effort is a positive virtue, since it brings results and advances them to their desired goals. They also tend to appreciate learning and teaching, human connections, and foreign languages in general. The learners view these values as the main source for helping them to fulfill their different personal needs. In addition, the learners are characterized by their ability to be self- aware regarding their academic and foreign language abilities.;The study also indicates that throughout their lives learners enjoyed a very supportive environment that in many cases exposed them to other cultures and languages. Finally, the study concludes that this group of learners of less commonly taught foreign languages find language learning at the advanced level a framework which they can utilize to satisfy their personal identity and affiliation needs. The author recommends that language programs offer A language learners the option to use their language courses as a framework for addressing the above personal needs. A variety of courses that enable all learners to view language learning as a source of personal growth and enrichment may be designed and useful as a means of addressing the dropout phenomenon.