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MOTIVATION, LANGUAGE LEARNING BELIEFS, SELF-EFFICACY,
AND ACCULTURATION PATTERNS AMONG
TWO GROUPS OF ENGLISH LEARNERS
by
María del Carmen García
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
December 2007
Copyright 2007 María del Carmen García
Object Description
| Title | Motivation, language learning beliefs, self-efficacy, and acculturation patterns among two groups of English learners |
| Author | Garcia Huerta, Maria del Carmen |
| Author email | dracarmengarcia@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program |
Education (Leadership) Education (Psychology & Technology) |
| School | Rossier School of Education |
| Date defended/completed | 2006 |
| Date submitted | 2007 |
| Restricted until | Unrestricted |
| Date published | 2007-12-18 |
| Advisor (committee chair) | Rueda, Robert |
| Advisor (committee member) |
Dembo, Myron Winters, Lynn |
| Abstract | English Learners (EL) are often viewed as a homogenous group of students, when in fact they are a diverse group with distinct generational differences among them. Common methods employing generation status fail to address the differences in a subgroup of EL students, namely, Generation 1.5. These students' experiences, characteristics and educational needs fall within those of recently arrived first generation immigrants and the U.S. born second generation children of immigrants (Roberge, 2002). Relying on first generation and second generation categories does not grasp the varied experiences of immigrant and U.S. born EL students (Oropesa & Landale, 1997). The purpose of this study was to investigate motivational variables related to language learning for secondary English Learner students based on generational status (recent immigrant ELs or first generation), and long term ELs (Generation 1.5). Participants' (N = 151) motivation, beliefs, self-efficacy, and acculturation patterns related to learning English were examined. Quantitative methods were used to assess the differences among the groups, and to determine the predictability of these variables on achievement and language proficiency outcomes. Results indicate that first generation ELs reported higher levels of effort, desire, attitudes, and motivation to learn English, while generation 1.5 ELs reported higher levels of U. S. acculturation and identity, and more competence with English. The predictability of motivational variables did not capture a large variance of EL students' academic achievement and language proficiency outcomes among this sample. Implications for language teaching and learning are also discussed. |
| Keyword | English learners |
| Geographic subject (country) | USA |
| 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-m987 |
| Rights | Garcia Huerta, Maria del Carmen |
| 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-GarciaHuerta-20071218 |
| Archival file | uscthesesreloadpub_Volume51/etd-GarciaHuerta-20071218.pdf |
Description
| Title | Page 1 |
| Full text | MOTIVATION, LANGUAGE LEARNING BELIEFS, SELF-EFFICACY, AND ACCULTURATION PATTERNS AMONG TWO GROUPS OF ENGLISH LEARNERS by María del Carmen García 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 December 2007 Copyright 2007 María del Carmen García |
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