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Autor/inn/en | Jin, Yinxing; de Bot, Kees; Keijzer, Merel |
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Titel | Affective and Situational Correlates of Foreign Language Proficiency: A Study of Chinese University Learners of English and Japanese |
Quelle | In: Studies in Second Language Learning and Teaching, 7 (2017) 1, S.105-125 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2083-5205 |
Schlagwörter | Affective Behavior; Correlation; Second Language Learning; Language Proficiency; Anxiety; Language Tests; Outcomes of Education; Second Language Instruction; Undergraduate Students; Japanese; English (Second Language); Chinese; Native Language; Predictor Variables; Student Surveys; Student Attitudes; Reliability; Classroom Environment; Foreign Countries; Multiple Regression Analysis; China Affective disturbance; Active behaviour; Affektive Störung; Korrelation; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Angst; Language test; Sprachtest; Lernleistung; Schulerfolg; Fremdsprachenunterricht; Japaner; Japanisch; English as second language; English; Second Language; Englisch als Zweitsprache; China; Chinesen; Prädiktor; Schülerbefragung; Schülerverhalten; Reliabilität; Klassenklima; Unterrichtsklima; Ausland |
Abstract | The study explores the effects of teacher support and student cohesiveness on foreign language (FL) learning outcomes and compares their effect with that of FL anxiety. One hundred and forty-six first-year Chinese undergraduates of Japanese, who were also learning English, participated in two surveys that were administered over a 2-month interval. Data were collected using the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), the Teacher Support Scale (Trickett & Moos, 2002), the Affiliation Scale (Trickett & Moos, 2002), the English Proficiency Scale, and the Japanese Proficiency Scale. It was found that (a) student cohesiveness was a positive predictor of FL proficiency, (b) teacher support, which was positively related to student cohesiveness and negatively to FL anxiety, did not show a direct relationship with FL proficiency, and (c) FL anxiety, which was negatively associated with FL proficiency, showed a better predictive power than student cohesiveness and teacher support. (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://pressto.amu.edu.pl/index.php/ssllt |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |