國立虎尾科技大學 |

Relative Importance of Anxiety and Motivational Variables in Predicting Language Achievement for College Learners of Chinese.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Relative Importance of Anxiety and Motivational Variables in Predicting Language Achievement for College Learners of Chinese./
Author:	Wang, Qi.
Description:	1 online resource (144 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Educational psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9780355972849

Relative Importance of Anxiety and Motivational Variables in Predicting Language Achievement for College Learners of Chinese.
Wang, Qi.

Relative Importance of Anxiety and Motivational Variables in Predicting Language Achievement for College Learners of Chinese. - 1 online resource (144 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--University of San Francisco, 2017.

Includes bibliographical references

The growing worldwide enthusiasm in learning Chinese calls for more research on learner characteristics in Chinese classrooms to better inform teaching practice. Language anxiety, which falls under the umbrella of learner's affect, is considered an important affective aspect that negatively influences language learning and acquisition. As research on language anxiety mainly focused on the learning of Western languages, this study constitutes an initial attempt to investigate anxiety in the learning of Chinese through the testing of a structural model. The purpose of the study was to examine the relative importance of language anxiety in predicting Chinese achievement when motivation, integrativeness, and attitudes toward the learning situation were controlled.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355972849Subjects--Topical Terms:

555103
Educational psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Relative Importance of Anxiety and Motivational Variables in Predicting Language Achievement for College Learners of Chinese.
LDR:03770ntm a2200373Ki 4500 001 916560
005 20181002081329.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355972849
035 $a (MiAaPQ)AAI10814378
035 $a (MiAaPQ)usfca:10283
035 $a AAI10814378
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Wang, Qi. $3 815423
245 1 0 $a Relative Importance of Anxiety and Motivational Variables in Predicting Language Achievement for College Learners of Chinese.
264 0 $c 2017
300 $a 1 online resource (144 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Burns Robert.
502 $a Thesis (Ed.D.)--University of San Francisco, 2017.
504 $a Includes bibliographical references
520 $a The growing worldwide enthusiasm in learning Chinese calls for more research on learner characteristics in Chinese classrooms to better inform teaching practice. Language anxiety, which falls under the umbrella of learner's affect, is considered an important affective aspect that negatively influences language learning and acquisition. As research on language anxiety mainly focused on the learning of Western languages, this study constitutes an initial attempt to investigate anxiety in the learning of Chinese through the testing of a structural model. The purpose of the study was to examine the relative importance of language anxiety in predicting Chinese achievement when motivation, integrativeness, and attitudes toward the learning situation were controlled.
520 $a The study took place in a Southwestern university in China. Adopting a correlational design, this study measured 14 variables from which five constructs were formed---anxiety, motivation, integrativeness, attitudes toward learning situation, and Chinese achievement. The anxiety measures were from the Chinese language learning anxiety scale. The motivational measures were adapted from the international attitude and motivation test battery . The achievement measures included a HSK listening test, a HSK reading test, and students' final course grades. A total of 223 students from the International College participated in this study. Students completed a written survey containing all the anxiety and motivational measures. Then they took the HSK listening and reading test. Students' course grades in the Comprehensive Chinese course were collected at the end of the spring semester.
520 $a The findings of structural equation modeling suggested that language anxiety negatively predicted Chinese achievement when motivation and attitudes toward the learning situation were controlled. Students' attitudes toward the learning situation predicted their motivation, but motivation did not predict Chinese achievement. The follow-up analysis showed that motivation predicted student's course grades but not their performance on the HSK tests. It can be concluded that language anxiety had a negative effect on language achievement for international learners of Chinese. Teachers were recommended to have an awareness of the nervousness and discomfort experienced by their students in language classrooms and to take measures to create a low-anxiety learning environment.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational psychology. $3 555103
650 4 $a Foreign language education. $3 1148430
650 4 $a Higher education. $3 1148448
655 7 $a Electronic books. $2 local $3 554714
690 $a 0525
690 $a 0444
690 $a 0745
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of San Francisco. $b Education. $3 1182741
773 0 $t Dissertation Abstracts International $g 79-09A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10814378 $z click for full text (PQDT)