Relationships between second language acquisition and home background factors for Hong Kong primary students

Relationships between second language acquisition and home background factors for Hong Kong primary students

AARE 2006 International Education Research Conference: Adelaide: Papers collection

• Woods, Kerry Assessment Research Centre, University of Melbourne
• Griffin, Patrick Assessment Research Centre, University of Melbourne
• Wong, Edwin King Por Hong Kong Institute of Education
• Storey, Peter Hong Kong Institute of Education
• Yeung, Alexander Seeshing Hong Kong Institute of Education

• Jeffrey, P. L.

Melbourne

Australian Association for Research in Education

2007

Australian Association for Research in Education (AARE). Conference (2006: Adelaide)

• A 人的成長與發展
  • AF 家庭與成長、家庭關係、生育與育嬰、家庭教育、家長參與
• G 課程與教學:個別教學範疇
  • GB 英文
• N 學生與學生服務
  • NC 學生特徵和境況；學生意見與態度、學生適應問題

Family Characteristics Language Planning Language Proficiency Language Teachers Non English Speaking Background Parent Attitudes Primary School Students Primary Schools Second Language Learning Second Language Teaching Student Attitudes Interviews Language Research Measures (Individuals) Primary Secondary Education Hong Kong Interview Test of English Language (ITEL-ed) Profiles in English as a Second Language

• Hong Kong

• 1997.7 onwards

• 小學教育

This study used item response modelling to develop measures of the development of proficiency in speaking, reading and writing English among Hong Kong primary students. Home and family background factors were identified that could be linked to higher than average levels of development in proficiency across two school years, from Primary One to Primary Two or from Primary Two to Primary Three. Participants were 2133 Hong Kong students and their parents, sampled from 140 primary schools that had employed a native-speaking teacher of English to work with the students. Higher than average improvement in English proficiency was associated with the students' attitudes to learning, their opportunities to use English in everyday life, access to books in any language at home and school, parents' level of education and parents' support of their child's English studies. The year level and gender of the student also interacted with home background factors in predicting development of second language acquisition.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]

• 英文

會議論文

• 13249339 (Web)
• 13249320 (CD ROM)

https://bibliography.lib.eduhk.hk/tc/bibs/68c0f0e3

2010-11-25