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The Associations Between Individual ...

Feng, Liying,

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The Associations Between Individual Difference Factors and Second Language Chinese Achievement /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Associations Between Individual Difference Factors and Second Language Chinese Achievement // Liying Feng.
作者:	Feng, Liying,
面頁冊數:	1 electronic resource (184 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-12, Section: A.
Contained By:	Dissertations Abstracts International86-12A.
標題:	Language. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31842477
ISBN:	9798280723061

The Associations Between Individual Difference Factors and Second Language Chinese Achievement /
Feng, Liying,

The Associations Between Individual Difference Factors and Second Language Chinese Achievement /Liying Feng. - 1 electronic resource (184 pages)

Source: Dissertations Abstracts International, Volume: 86-12, Section: A.

Previous studies have found that second language (L2) learners' behavior is critically influenced by motivation, grit, anxiety and enjoyment in L2 learning (Feng & Papi, 2020; Teimouri, 2017). As an ultimate purpose of L2 learning, L2 achievement has not received sufficient attention in L2 research. L2 achievement is often reported by self-assessments that can be unreliable and outdated (Tremblay, 2011). Moreover, in contrast to the rapid growth of the studies on individual differences and L2 achievement in the field of second language acquisition (SLA) and increasing development of learning Chinese as a second language (CSL) education around the world, there is a lack of in-depth explorations on CSL learning and population across the globe. In order to bridge this gap, this dissertation aims to explore the relationships between motivation, grit and emotions for CSL learning and actual L2 achievement measured by implicit and explicit knowledge.A total of 149 participants took part in the study, among which are 29 Chinese native speakers and 120 undergraduate and graduate students learning CSL at one traditional Chinese university and two Sino-foreign universities in China. An online questionnaire containing two subscales were distributed to the participants. The first part was a six-point Likert scale measuring motivational L2 selves (Ideal L2 Self/Own, Ideal L2 Self/Other, Ought-to L2 Self/Own and Ought-to L2 Self/Other), domain general grit (Grit/POE and Grit/COI), L2 specific grit (L2 Grit/POE and L2 Grit/COI) anxiety (Speaking, Reading and Writing, Listening anxiety) and enjoyment. The second part of the questionnaire collected demographic information of participants, such as gender, age, ethnicity, self-reported proficiency and relevant CSL learning experience. In addition, a set of CSL achievement tests which consisted of an Elicited Imitation Task (EIT) and a Grammaticity Judgement Test (GJT) were designed to measure implicit and explicit knowledge of CSL learners respectively. All the subscales were submitted to 1) exploratory factor analysis (CFA) to check the factor loading; 2) Cronbach's alpha analysis for construct validity; and 3) confirmatory factor analysis (CFA) for confirmed model and model fit. The relationships between independent and dependent variables were further analyzed by Pearson's correlation analysis using SPSS and regression analysis using AMOS. The regression analysis results showed that self-rated proficiency was positively and significantly predicted by Ideal L2 Self/Own, L2 Grit/COI and enjoyment. It was negatively and significantly predicted by Ought-to L2 Self/Own and Speaking anxiety. In addition, EIT was positively and significantly predicted by Ideal L2 Self/Own and L2 Grit/COI. In contrast, EIT was negatively and significantly predicted by Ideal L2 Self/Other, Ought-to L2 Self/Other and Listening anxiety. Moreover, GJT was positively and significantly predicted by Ought-to L2 Self/Own, L2 Grit/POE and Speaking anxiety. GJT was found to negatively and significantly predicted by Ought-to L2 Self/Other and Listening anxiety.The results uncover several interesting patterns in how different dimensions of motivational L2 selves, personality grit in general learning domains and L2 context and emotions respectively shape distinct aspects of L2 learning achievements. The findings expand our understanding of CSL learners' perceived proficiency, implicit and explicit knowledge that were influenced by distinct motivational L2 selves, personality grit and emotions. These findings offer valuable insights into CSL pedagogy.

English

ISBN: 9798280723061Subjects--Topical Terms:

643551
Language.
Subjects--Index Terms:

Second language acquisition

The Associations Between Individual Difference Factors and Second Language Chinese Achievement /
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