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The role of affect in Japanese adole...
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Pease, Eleanor J.
The role of affect in Japanese adolescents learning English.
紀錄類型:
書目-電子資源 : 單行本
正題名/作者:
The role of affect in Japanese adolescents learning English./
作者:
Pease, Eleanor J.
面頁冊數:
245 p.
附註:
Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0065.
Contained By:
Dissertation Abstracts International67-01A.
標題:
Education, Bilingual and Multicultural. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3206883
ISBN:
9780542532665
The role of affect in Japanese adolescents learning English.
Pease, Eleanor J.
The role of affect in Japanese adolescents learning English.
- 245 p.
Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0065.
Thesis (Ph.D.)--Walden University, 2006.
This case study examined the role of affect in Japanese middle school English language learners in a Japanese school in the United States. Studies among children in Japanese schools in foreign countries are few or not available to the English-speaking global community. The study investigated the relationship between the affective domain and 15 Japanese language learners' motivation to learn English. For educators in a diverse society, the results give a deeper understanding of the language learning needs of students who study in a foreign country, but return to the homeland for higher education and subsequent employment.
ISBN: 9780542532665Subjects--Topical Terms:
1000005499
Education, Bilingual and Multicultural.
The role of affect in Japanese adolescents learning English.
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Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0065.
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Adviser: Glenn Ayres.
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Thesis (Ph.D.)--Walden University, 2006.
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This case study examined the role of affect in Japanese middle school English language learners in a Japanese school in the United States. Studies among children in Japanese schools in foreign countries are few or not available to the English-speaking global community. The study investigated the relationship between the affective domain and 15 Japanese language learners' motivation to learn English. For educators in a diverse society, the results give a deeper understanding of the language learning needs of students who study in a foreign country, but return to the homeland for higher education and subsequent employment.
520
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Second language acquisition theory emphasizes the need for learners to desire identification with the people of the target culture. The theory hypothesizes that this will positively influence language learners' motivation to acquire the second language. Observations, interviews and student writing samples revealed that the students had little contact with the American culture. The home culture influenced the students' motivation to learn; the host country culture had minimal influence on the students' motivation.
520
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The results provided evidence that these students are adjusted to school life in their own cultural setting. They are a close-knit group of adolescents who for the most part do well in the classroom. They are strongly influenced by their own culture. The knowledge that they will return to Japan to continue their education must always temper the application of these findings.
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The study contributes to second language acquisition knowledge by examining the language-learning needs of expatriate children in the United States. Whereas some current theories related to second language acquisition address the needs of children who will remain in the United States and acquire the language more naturally, the adolescents in this study must focus on learning the second language for required examinations. The findings showed that students can learn English without developing a second identity. The study promotes social change globally by a call for research of world cultures and their influences on the motivation of language learners. Improved teacher education grounded in the results of new research will promote best practice in language education around the world.
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