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THE ROLES OF ATTITUDE AND MOTIVATION...

WONG, MARY JUNG.

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THE ROLES OF ATTITUDE AND MOTIVATION IN SECOND LANGUAGE ACQUISITION AMONG ADOLESCENT NATIVE CHINESE SPEAKERS IN THE UNITED STATES.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	THE ROLES OF ATTITUDE AND MOTIVATION IN SECOND LANGUAGE ACQUISITION AMONG ADOLESCENT NATIVE CHINESE SPEAKERS IN THE UNITED STATES./
作者:	WONG, MARY JUNG.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1982,
面頁冊數:	154 p.
附註:	Source: Dissertation Abstracts International, Volume: 43-12, Section: A, page: 3833.
Contained By:	Dissertation Abstracts International43-12A.
標題:	Language arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8309624

THE ROLES OF ATTITUDE AND MOTIVATION IN SECOND LANGUAGE ACQUISITION AMONG ADOLESCENT NATIVE CHINESE SPEAKERS IN THE UNITED STATES.
WONG, MARY JUNG.

THE ROLES OF ATTITUDE AND MOTIVATION IN SECOND LANGUAGE ACQUISITION AMONG ADOLESCENT NATIVE CHINESE SPEAKERS IN THE UNITED STATES. - Ann Arbor : ProQuest Dissertations & Theses, 1982 - 154 p.

Source: Dissertation Abstracts International, Volume: 43-12, Section: A, page: 3833.

Thesis (Educat.D.)--University of San Francisco, 1982.

This study examined the relationship between attitudinal and motivation variables and the successful acquisition of English as a second language on the part of native Chinese speaking students in America. It attempted to determine what motivational and attitudinal factors bilingual Chinese American adolescents bring to school.Subjects--Topical Terms:

532624
Language arts.

THE ROLES OF ATTITUDE AND MOTIVATION IN SECOND LANGUAGE ACQUISITION AMONG ADOLESCENT NATIVE CHINESE SPEAKERS IN THE UNITED STATES.
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300 $a 154 p.
500 $a Source: Dissertation Abstracts International, Volume: 43-12, Section: A, page: 3833.
502 $a Thesis (Educat.D.)--University of San Francisco, 1982.
520 $a This study examined the relationship between attitudinal and motivation variables and the successful acquisition of English as a second language on the part of native Chinese speaking students in America. It attempted to determine what motivational and attitudinal factors bilingual Chinese American adolescents bring to school.
520 $a If these variables influence foreign language acquisition, and if the teacher is aware of the students' traits and their influence, they can plan and help students acquire a second language more efficiently and more effectively by capitalizing on this knowledge.
520 $a Fifty native Chinese speaking students were given selected parts of Lambert and Gardner's questionnaire to determine the mode of motivation and to assess their attitudes toward themselves, toward other Chinese Americans, toward English speakers, and toward learning English in relation to attained English as a second language proficiency. These students were volunteers from George Washington High School in San Francisco. The Hoffman Bilingual Schedule was administered to determine the degree of bilingualism. The Lambert and Gardner questionnaire provided data on the motivational and attitudinal variables. The Comprehensive Test of Basic Skills was used to determine the participants' achievement in English.
520 $a Two major hypotheses were formulated.
520 $a In response to the first hypothesis pertaining to the relationship between native Chinese American speakers' English achievement and the five motivational and attitudinal variables, a multiple regression analysis was conducted. The results showed no significant relationships. As for the second hypothesis, the author attempted to show that instrumentally motivated students would have higher achievement scores than the integrative students. The mean scores of all the variables were entered in a t-test between independent means. There was no significant difference between the two groups. Both hypotheses were unproven.
520 $a The author therefore recommends replications of this study using a larger sample of native Chinese speaking students, further exploration of other affective variables that are important to Chinese American students' acquisition of a second language, and further research into the affective domain with more refined instruments.
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