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FACTORS ASSOCIATED WITH SECOND LANGUAGE ANXIETY IN
ADOLESCENTS FROM DIFFERENT CULTURAL BACKGROUNDS
by
Emi Kojima
__________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2007
Copyright 2007 Emi Kojima
Object Description
| Title | Factors associated with second language anxiety in adolescents from different cultural backgrounds |
| Author | Kojima, Emi |
| Author email | ekojima@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Psychology & Technology) |
| School | Rossier School of Education |
| Date defended/completed | 2007-06-14 |
| Date submitted | 2007 |
| Restricted until | Restricted until 24 July 2009. |
| Date published | 2009-07-24 |
| Advisor (committee chair) | Mora-Flores, Eugenia |
| Advisor (committee member) |
Ragusa, Gisele Genzuk, Michael |
| Abstract | Anxiety has long been a crucial factor affecting second language acquisition (Spielmann & Radnofsky, 2001). Many immigrant students are reported to carry with them insecurity and anxiety because of their low level of English language proficiency (Krashen, 1985). With feelings of discomfort and insecurity, English Learners find it difficult to share their opinions and participate in class discussions. The purpose of this study was to understand to what extent Spanish and Chinese speaking EL high school students feel anxiety when they are participating in ESL classrooms.; This research was an attempt to get inside the "lived experiences" of second language learners from different cultural backgrounds to try and better understand how, why and in what ways they experience anxiety when learning English as a second language. Questionnaires were administered to 20 Spanish-speaking and 20 Chinese-speaking students in two different ESL classes. Interviews were further conducted with nine students from each class whose overall anxiety levels were highest, medium, and lowest.; The results of this study demonstrated that there are differences in anxiety factors depending on students' cultural backgrounds based on four key anxiety factors (Cultural, Psychological, Pedagogical, and Linguistic). However, similarities were found mainly in the impact of cultural differences on second language anxiety for both Spanish and Chinese speaking English learners. In all other areas, there were significant difference between Spanish and Chinese speaking ELs. This research concluded that EL teachers must have a better understanding of the importance of learning about the cultural differences of their students to avoid causing students' second language anxiety. It is important for teachers of English learners to establish a positive learning environment with attention to students varied cultural needs to ensure that all students have an opportunity to learn. |
| Keyword | anxiety; English learners; second language anxiety; ESL; adolescents; Spanish-speaking EL high school students; Chinese-speaking EL high school students |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m655 |
| Rights | Kojima, Emi |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Kojima-20070724 |
| Archival file | uscthesesreloadpub_Volume14/etd-Kojima-20070724.pdf |
Description
| Title | Page 1 |
| Full text | FACTORS ASSOCIATED WITH SECOND LANGUAGE ANXIETY IN ADOLESCENTS FROM DIFFERENT CULTURAL BACKGROUNDS by Emi Kojima __________________________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2007 Copyright 2007 Emi Kojima |
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