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Investigating cross-cultural adjustm...

Masgoret, Anne-Marie.

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Investigating cross-cultural adjustment, and the influence of foreign language instructors on second language achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Investigating cross-cultural adjustment, and the influence of foreign language instructors on second language achievement./
Author:	Masgoret, Anne-Marie.
Description:	213 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-02, Section: B, page: 0994.
Contained By:	Dissertation Abstracts International64-02B.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ77106
ISBN:	0612771067

Investigating cross-cultural adjustment, and the influence of foreign language instructors on second language achievement.
Masgoret, Anne-Marie.

Investigating cross-cultural adjustment, and the influence of foreign language instructors on second language achievement. - 213 p.

Source: Dissertation Abstracts International, Volume: 64-02, Section: B, page: 0994.

Thesis (Ph.D.)--The University of Western Ontario (Canada), 2002.

The purpose of this dissertation was to examine three related aspects of cultural adjustment and foreign language learning, viz., the sociocultural adjustment of sojourners, affective variables influencing foreign language achievement in students, and the relationship between instructor characteristics and the motivation and foreign language achievement of students. Chapter 2 investigated a number of variables related to the cross-cultural functioning of sojourning English instructors, and examined the relationships of these variables to their sociocultural adjustment and job performance. The study examined how sojourner variables such as reasons for employment, expectations and perceptions, previous experiences, cross-cultural contact, and affective variables associated with the language and culture of the host community, related to sociocultural adjustment and job performance. The sojourner variables were assessed initially during sessions training the sojourners to be language monitors and again at the end of the 4 week teaching assignment. The results revealed a number of meaningful relationships indicative of successful cross-cultural transition for these individuals and provided information concerning how a number of the sojourner characteristics changed over time. In Chapter 3, the study focused on how children's attitudes towards the learning situation, their reactions to foreign groups and individuals, language use confidence, and their motivation to learn the language influence their learning of English. This aspect of the study emphasized the generalizability of the Socio-Educational Model of Second Language Acquisition (Gardner, 1985; 2001), typically associated with older children in formal learning situations, to informal language learning contexts. Chapter 4 investigated the role 11 of instructor characteristics in relation to the attitudes, motivation, and second language achievement of their students. A structural equation model was tested with two different age groups of students to assess proposed functional relationships between instructor attitudes and beliefs regarding a number of teaching strategies, and the language related attitudes, motivation and achievement of their students. The resulting model expanded on Gardner's Socio-Educational Model of Second Language Acquisition by addressing the role of the teacher within the context of second language learning.

ISBN: 0612771067Subjects--Topical Terms:

1018115
Education, Language and Literature.

Investigating cross-cultural adjustment, and the influence of foreign language instructors on second language achievement.
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