Affective Variables, Parental Involvement and Competence among South Korean High School Learners of English

Autor/inn/en	Morris, Annie; Lafontaine, Marc; Pichette, François; de Serres, Linda
Titel	Affective Variables, Parental Involvement and Competence among South Korean High School Learners of English
Quelle	In: Studies in Second Language Learning and Teaching, 3 (2013) 1, S.13-45 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Foreign Countries; Affective Behavior; English (Second Language); Language Skills; Questionnaires; High School Students; Student Attitudes; Student Motivation; Parent Participation; Parent Attitudes; Parent Influence; Correlation; Regression (Statistics); Parent Role; South Korea + Suchen Sie Ihr Suchwort? Ausland; Affective disturbance; Active behaviour; Affektive Störung; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Sprachkompetenz; Fragebogen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Schulische Motivation; Elternmitwirkung; Elternverhalten; Korrelation; Regression; Regressionsanalyse; Parental role; Elternrolle; Korea; Republik
Abstract	This study investigated the relationships between various affective variables and two measures of competence in English, for 190 South Korean high school students. A 55-item questionnaire was used to measure attitudes (Attitudes toward English Speakers and their Communities and Attitudes toward the English-speaking Culture), motivation (Motivational Intensity, Desire to Learn and Attitudes toward the Learning of English), amotivation, parental involvement (Active Parental Encouragement, Passive Parental Encouragement and Parental Pressure), parental disinterest and students' competence in L2 (EnglishEXAM and English-SELF). Pearson product-moment coefficients indicate that active and passive forms of parental encouragement correlate with motivation to learn, as conceptualized by Gardner (1985, 2010), as well as with parental pressure, which suggests that South Korean students report undergoing forms of pressure when their parents actively or passively encourage them. Furthermore, the obtained correlations of the active and passive forms of encouragement with different variables suggest that the two forms represent two distinct concepts. While parental disinterest correlated negatively with motivational variables, parental pressure correlated only with motivational intensity, and only weakly. Therefore, parental pressure seems not to interact significantly with participants' attitudes, motivation and competence. Multiple linear regression analyses confirm the importance of motivation to learn for students' L2 competence. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://ssllt.amu.edu.pl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01