Effects of Temperament and Parent-Child Interactions on Children's Interest in Learning English: The Case of English Immersion Institutions

Autor/inn/en	Choi, Naya; Kang, Sujeong; Kim, Doyeon
Titel	Effects of Temperament and Parent-Child Interactions on Children's Interest in Learning English: The Case of English Immersion Institutions
Quelle	In: Asia-Pacific Education Researcher, 31 (2022) 6, S.647-656 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Choi, Naya) ORCID (Kang, Sujeong) ORCID (Kim, Doyeon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-021-00615-4
Schlagwörter	Personality Traits; Parent Child Relationship; Anxiety; Conceptual Tempo; Correlation; English (Second Language); Second Language Learning; Second Language Instruction; Immersion Programs; Mother Attitudes; Teacher Attitudes; Preschool Teachers; Preschool Children; Individual Differences; Student Interests + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Angst; Korrelation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Immersionsprogramm; Mutterliebe; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Individueller Unterschied; Studieninteresse
Abstract	Children who attend English immersion institutions present largely different attitudes toward learning English. The current study attempted to explain these differences by examining the variations of children's temperament (i.e., impulsiveness and anxiety). The study also investigated whether parent-child interactions as a means for English education could reduce the negative effects of such temperaments on children's interests in learning English. Data collection was conducted through surveys of mothers and teachers of preschool children who attend English immersion institutions. Frequency analysis, correlation analysis, regression analysis, and Johnson-Neyman technique were performed. Results suggested that individual differences in children's English learning interests could be explained by variances in the levels of impulsiveness and anxiety. Parent-child interactions using English were found to reduce the negative effects of impulsiveness on children's English learning interests. Findings of this study may offer theoretical contributions to existing research in the domains of child temperament and language learning. Possible methods for practical application within the English learning environment to enhance young children's interests in learning English are also presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01