Abstract
The paper discusses the relationship between parental involvement in English language teacher trainees’ learning German as a second foreign language and trainees’ academic success in German. To this end, a questionnaire, which examines the types of direct (language learning advisors and coercers) and indirect parental strategies (language learning advocates and facilitators), is applied to 21 trainees. Following the biographical method in data collection process, the participants are asked to elaborate more on the types of strategies. The findings about the types of parental strategies are interrelated to the participants’ overall term grades in German language that they have achieved in three academic semesters.
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