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Social Distance and the Acquisition of English as a Second Language : = A Study of Spanish-Speaking Adult Learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Social Distance and the Acquisition of English as a Second Language :/
其他題名:	A Study of Spanish-Speaking Adult Learners.
作者:	Maple, Robert Frank.
面頁冊數:	1 online resource (269 pages)
附註:	Source: Dissertations Abstracts International, Volume: 43-07, Section: A.
Contained By:	Dissertations Abstracts International43-07A.
標題:	Language arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8217908click for full text (PQDT)
ISBN:	9798204404564

Social Distance and the Acquisition of English as a Second Language : = A Study of Spanish-Speaking Adult Learners.
Maple, Robert Frank.

Social Distance and the Acquisition of English as a Second Language :A Study of Spanish-Speaking Adult Learners. - 1 online resource (269 pages)

Source: Dissertations Abstracts International, Volume: 43-07, Section: A.

Thesis (Ph.D.)--The University of Texas at Austin, 1982.

Includes bibliographical references

The purpose of this study was to measure and quantify social distance using John Schumann's model (1976) as the main theoretical framework, and then to correlate these data on social distance with the subjects' proficiency in English as a second language (ESL), both at the beginning and end of one semester. Findings on the degree to which these social distance data correlated with the Ss' acquisition of ESL contributed to a model of social distance relevant to second language (L(,2)) learning in general. The study was conducted at the Intensive English Program of the University of Texas at Austin during the Spring Semester, 1980. Subjects were 190 Spanish-speaking adults enrolled in a seven-level program; they voluntarily completed a series of three questionnaires (written in Spanish) on social distance (a total of 100 items). A thirty-subject subsample was interviewed to corroborate the data from the questionnaires. ESL proficiency was measured by pre-semester and gain scores on the CELT (including subsections), composition and TOEFL scores, and course grades. Data were analyzed through SPSS computer programs: descriptive statistics, bivariate correlations, and stepwise multivariate regression, both for the total sample and for subsamples of Venezuelans, Mexicans, and upper level subjects. Findings support the hypothesis that social distance correlates negatively with L(,2) acquisition. Semester gain scores on the CELT correlated (.01 level) with seven of Schumann's hypothesized component variables. Findings also support two additional variables as components of social distance: social class and marital status (the latter significant only for the Venezuelan subsample). Multiple regression equations based on social distance variables accounted for 15 to 29 percent of the variation in the various CELT gain scores. These results suggest that the component variables of social distance are as follows (in descending order of importance): attitudes (including language loyalty, ethnocentrism, and modernization orientation), social class, cohesiveness, intended length of stay, size of L(,1) group, enclosure, perceived status, integration strategy, and marital status. Considerable colinearity appears to exist among some of these social distance variables, suggesting that they may not all be separate constructs.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798204404564Subjects--Topical Terms:

532624
Language arts.
Index Terms--Genre/Form:

542853
Electronic books.

Social Distance and the Acquisition of English as a Second Language : = A Study of Spanish-Speaking Adult Learners.
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504 $a Includes bibliographical references
520 $a The purpose of this study was to measure and quantify social distance using John Schumann's model (1976) as the main theoretical framework, and then to correlate these data on social distance with the subjects' proficiency in English as a second language (ESL), both at the beginning and end of one semester. Findings on the degree to which these social distance data correlated with the Ss' acquisition of ESL contributed to a model of social distance relevant to second language (L(,2)) learning in general. The study was conducted at the Intensive English Program of the University of Texas at Austin during the Spring Semester, 1980. Subjects were 190 Spanish-speaking adults enrolled in a seven-level program; they voluntarily completed a series of three questionnaires (written in Spanish) on social distance (a total of 100 items). A thirty-subject subsample was interviewed to corroborate the data from the questionnaires. ESL proficiency was measured by pre-semester and gain scores on the CELT (including subsections), composition and TOEFL scores, and course grades. Data were analyzed through SPSS computer programs: descriptive statistics, bivariate correlations, and stepwise multivariate regression, both for the total sample and for subsamples of Venezuelans, Mexicans, and upper level subjects. Findings support the hypothesis that social distance correlates negatively with L(,2) acquisition. Semester gain scores on the CELT correlated (.01 level) with seven of Schumann's hypothesized component variables. Findings also support two additional variables as components of social distance: social class and marital status (the latter significant only for the Venezuelan subsample). Multiple regression equations based on social distance variables accounted for 15 to 29 percent of the variation in the various CELT gain scores. These results suggest that the component variables of social distance are as follows (in descending order of importance): attitudes (including language loyalty, ethnocentrism, and modernization orientation), social class, cohesiveness, intended length of stay, size of L(,1) group, enclosure, perceived status, integration strategy, and marital status. Considerable colinearity appears to exist among some of these social distance variables, suggesting that they may not all be separate constructs.
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