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Effects of social-psychological inte...

Wang, I-Ching.

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Effects of social-psychological interventions on ESL leaners' English speaking performance.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effects of social-psychological interventions on ESL leaners' English speaking performance./
作者:	Wang, I-Ching.
面頁冊數:	119 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-04(E), Section: B.
Contained By:	Dissertation Abstracts International76-04B(E).
標題:	Psychology, Social. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3666816
ISBN:	9781321401059

Effects of social-psychological interventions on ESL leaners' English speaking performance.
Wang, I-Ching.

Effects of social-psychological interventions on ESL leaners' English speaking performance. - 119 p.

Source: Dissertation Abstracts International, Volume: 76-04(E), Section: B.

Thesis (Ed.D.)--Teachers College, Columbia University, 2014.

This item must not be sold to any third party vendors.

Research has shown that English as a second language (ESL) learners face a great difficulty in communicating in English. We argue that this difficulty is both cognitive and socio-psychological in nature and that failure to address this difficulty may result in lost learning opportunity for ESL learners. We first surveyed 38 advanced level adult ESL learners to identify difficulties they have encountered in communicating with native English speakers and their attributions for those difficulties. We then tested 28 native English speaking students (NESs) for accent-based bias, a factor perceived by ESL learners that amplifies their fear to communicate with NESs. Provided with audio clips of ESL speakers with different levels of accents (mild or heavy), NESs were asked to rate each ESL speaker's social economic status, intellectual competence, social attractiveness, and English proficiency. NESs' perceptions of individuals in the audio clips differed significantly based on levels of accents, indicating multiple potential forms of bias including bias against ESL learners' accents. Lastly, we examined the effects of Attributional retraining (AR) and Self-affirmation (SA) interventions on ESL learners' English speaking performance, social-psychological obstacles in English speaking, and attributions for English speaking difficulties. 96 advanced level adult ESL learners were randomly assigned into four groups (AR, SA, Combined, and Control). Results showed that Group has main effects on participants' English speaking performance and attributions for English speaking difficulties. Specifically, SA participants achieved significantly higher English speaking performance than the Control participants; AR participants made significantly less pejorative explanations for failures than Control participants.

ISBN: 9781321401059Subjects--Topical Terms:

529430
Psychology, Social.

Effects of social-psychological interventions on ESL leaners' English speaking performance.
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100 1 $a Wang, I-Ching. $3 3170530
245 1 0 $a Effects of social-psychological interventions on ESL leaners' English speaking performance.
300 $a 119 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-04(E), Section: B.
500 $a Adviser: Xiaodong Lin.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a Research has shown that English as a second language (ESL) learners face a great difficulty in communicating in English. We argue that this difficulty is both cognitive and socio-psychological in nature and that failure to address this difficulty may result in lost learning opportunity for ESL learners. We first surveyed 38 advanced level adult ESL learners to identify difficulties they have encountered in communicating with native English speakers and their attributions for those difficulties. We then tested 28 native English speaking students (NESs) for accent-based bias, a factor perceived by ESL learners that amplifies their fear to communicate with NESs. Provided with audio clips of ESL speakers with different levels of accents (mild or heavy), NESs were asked to rate each ESL speaker's social economic status, intellectual competence, social attractiveness, and English proficiency. NESs' perceptions of individuals in the audio clips differed significantly based on levels of accents, indicating multiple potential forms of bias including bias against ESL learners' accents. Lastly, we examined the effects of Attributional retraining (AR) and Self-affirmation (SA) interventions on ESL learners' English speaking performance, social-psychological obstacles in English speaking, and attributions for English speaking difficulties. 96 advanced level adult ESL learners were randomly assigned into four groups (AR, SA, Combined, and Control). Results showed that Group has main effects on participants' English speaking performance and attributions for English speaking difficulties. Specifically, SA participants achieved significantly higher English speaking performance than the Control participants; AR participants made significantly less pejorative explanations for failures than Control participants.
520 $a In sum, the study 1) demonstrated that ESL learners experience identity threat in English learning and it negatively affects ESL learners' motivation and performance in English oral communication, 2) validated that one of ESL learners' perceived threat (NESs have bias toward their foreign accents) and fear do exist, and 3) provided evidences that Attribution retraining and Value affirmation activities can effectively help ESL learners deal with these fear and difficulties. We conclude by discussing the findings, the limitations of the study, the implications and significance of the study, and the suggestions for future research.
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650 4 $a Education, English as a Second Language. $3 1030294
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690 $a 0441
710 2 $a Teachers College, Columbia University. $b Mathematics, Science and Technology. $3 2092459
773 0 $t Dissertation Abstracts International $g 76-04B(E).
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791 $a Ed.D.
792 $a 2014
793 $a English
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