Motivation in second language learning: Ethnolinguistic vitality or psychological construct that counts?

Motivation in second language learning: Ethnolinguistic vitality or psychological construct that counts?

AARE 2002 Conference Papers

• Kam, Michael Chi Keung Dept. of Educational Psychology, Counselling and Learning Needs, Hong Kong Institute of Education

• Jeffrey, P. L.

Melbourne

Australian Association for Research in Education

2002

Australian Association for Research in Education (AARE). Conference (2002: Brisbane)

• A Human Growth & Development
  • AE Socioeconomic & Cultural Differences, Class & Family Background
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
• C Psychology & Learning
  • CC Motivation of Learning
• N Students & Student Services
  • NC Charactieristics & Conditions of Students; Opinion & Attitudes of Students, Problems of Adjustment

Chinese Culture Cultural Influences Cultural Traits English (Second Language) Ethnicity Influences International Students Models Psychological Characteristics Second Language Learning Student Characteristics Student Motivation Primary Secondary Education Hong Kong Students

• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education

The present paper tries to identify the societal factors and psychological factors that motivate students to have better performance in English as a second language and to postulate a theoretical model subsuming these socio-psychological variables to explain and predict the performance in English as a second language for Hong Kong students in Australia. Since the proposal of socio-educational model of second language learning by Gardner (1959), a number of studies have focused on identifying the potent factors in second language acquisition. Giles and Byrne (1982) emphasized the need to have variables intended to determine the perceived relationships operating between ethnic groups. Kraemer (1993) included ethnolinguistic vitality perception construct in her study on social psychological factors in the learning of Arabic in Israeli schools. 247 students of ethnic Chinese in the Sydney metropolitan area who were studying in weekend Chinese schools and 628 Hong Kong students who were studying in primary and secondary schools were sampled. Path analysis was used to determine the relationship between the performance of Chinese and English with societal and psychological variables.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]

• English

Conference Papers

• 13249320 (CD ROM)
• 13249339 (eISSN)

https://bibliography.lib.eduhk.hk/en/bibs/78634fd7

2010-11-25