English learning motivation for ethnic Chinese students in Hong Kong and Sydney

English learning motivation for ethnic Chinese students in Hong Kong and Sydney

AARE 2006 International Education Research Conference: Adelaide: Papers collection

• Kam, Michael Chi Keung Education and Youth Affairs Bureau, Macau

• Jeffrey, P. L.

Melbourne

Australian Association for Research in Education

2007

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

• C 教學心理學
  • CC 學習動機
• G 課程與教學:個別教學範疇
  • GB 英文
• P 香港教育各層面與外地之比較
  • PB 香港教育各層面與外地之比較

Anxiety English (Second Language) Learning Processes Student Motivation Primary Education Secondary Education Students Hong Kong Sydney (NSW) Chinese Students Path Modelling

• Hong Kong
• Australia

• 1997.7 onwards

• 小學教育
• 中學教育

Second language acquisition has social and psychological perspectives. The success of second-language learning depends very much on how a learner is motivated to learn the second language. Motivation is the central element in Gardner's Socio-Educational Model (Gardner, 1985). Factor analysis illustrated four major constructs: Integrativeness, Attitudes toward the Learning Situation, Motivation, and French-Language Anxiety (Gardner & MacIntyre, 1993). Intergrativeness was considered as the most important factor in explaining the language learning motivation (Csizér, Dörnyei, 2005). Language learning is culturally based, and people speaking the same language would quickly identify themselves from people speaking other languages. It is assumed in Gardner's model that if a learner identifies him/herself as a member of the second language group, he/she would have higher motivation to learn the language. In the language-learning context, the attitudes toward language situation, and the anxiety perceived in language class and language use environments affect the learner's persistence in language learning. The present paper tries to identify factors pertinent to the learning of English as a second language in Hong Kong and Sydney, Australia. Path modelling will be used to determine the relative contribution of English language motivation, language anxiety and Attitudes toward English learning.
[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/ee6e6f1a

2010-11-25