會議論文
Ethnolinguistic vitality, motivation, language anxiety and the learning of English for Hong Kong students in Sydney
- Ethnolinguistic vitality, motivation, language anxiety and the learning of English for Hong Kong students in Sydney
- AARE 2001 Conference Papers
- Melbourne
- Australian Association for Research in Education
- 2001
- Australian Association for Research in Education (AARE). Conference (2001: Fremantle WA)
- English (Second Language) Foreign Students Student Motivation Academic Achievement Second Language Learning Influences Language Attitudes Student Attitudes Student Characteristics Models Ethnicity Bilingual Education Chinese Culture Primary Secondary Education Questionnaires Hong Kong New South Wales Chinese Students Subjective Vitality Questionnaire (SVQ) Beliefs On Ethnolinguistic Vitality Questionnaire (BEVQ)
-
- Hong Kong
- Australia
-
- 1997.7 onwards
-
- 小學教育
- 中學教育
- The present paper tries to identify the social 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. Gardner (1959) hypothesized that students would have higher performance in the second language performance if they exhibit the desire to learn the second language in order to integrate themselves with the target culture than when they exhibit the desire to learn the language for pragmatic reasons. The perceived status of language affects the use of and attitude toward a language. Giles, Bourhis and Taylor (1977) defined Ethnolinguistic vitality as structural characteristics such as socio-economic status, demographic representation and institutional support pertinent to a language. Smolicz, Hudson and Secombe (1998) described multicultural policies of Australia as a solution to the dilemma of reconciling the immigrants' love of their homeland and its culture and their desire to adapt to the overarching Australian framework. 247 students of ethnic Chinese in Sydney metropolitan area who were studying in weekend Chinese schools (age 8 to 16 with mean age of 10.1) and 628 Hong Kong students who were studying in primary and secondary schools (age 8 to 16 with mean age 10.5) were sampled. Path analysis was used to determine the relationship between the performance of Chinese and English with ethnolinguistic vitality, motivation, attitudes and use and class anxiety in the learning of English.[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]
-
- 英文
- 會議論文
-
- 13249320 (CD ROM)
- 13249339 (eISSN)
- https://bibliography.lib.eduhk.hk/tc/bibs/b0ca649d
- 2010-11-25
最近的會議論文
Autonomy and relatedness: Motivating Hong Kong kindergarten teachers in an online professional development course會議論文
Young children’s math competence in Hong Kong: The influence of working memory, self-regulation, and family socioeconomic status會議論文
Exploring the domain-specific relations between Chinese language abilities and Mathematical skills in Hong Kong kindergarten children會議論文
Preservice teachers’ experiential learning: Production of digital stories to nurture children’s positive values會議論文
繼往開來:語文教育與歷史教育的相互作用會議論文
小學文言文閱讀教學尋趣會議論文
Using the robot-assisted Attention-Engagement-Error-Feedback-Reflection (AEER) pedagogical design to develop machine learning concepts and facilitate reflection on learning-to-learn skills: Evaluation of an empirical study in Hong Kong primary schools會議論文
What is the language goal in EMI? An analysis of vocabulary demand in a high-stakes assessment in Hong Kong會議論文