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Factors affecting Japanese, Korean, ...

Hwang, Mi Jeong Song.

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Factors affecting Japanese, Korean, and Taiwanese students' passiveness in oral interaction in English in the intermediate ESL spoken classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Factors affecting Japanese, Korean, and Taiwanese students' passiveness in oral interaction in English in the intermediate ESL spoken classroom./
Author:	Hwang, Mi Jeong Song.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1993,
Description:	157 p.
Notes:	Source: Dissertation Abstracts International, Volume: 55-03, Section: A, page: 4950.
Contained By:	Dissertation Abstracts International55-03A.
Subject:	Language arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9420164

Factors affecting Japanese, Korean, and Taiwanese students' passiveness in oral interaction in English in the intermediate ESL spoken classroom.
Hwang, Mi Jeong Song.

Factors affecting Japanese, Korean, and Taiwanese students' passiveness in oral interaction in English in the intermediate ESL spoken classroom. - Ann Arbor : ProQuest Dissertations & Theses, 1993 - 157 p.

Source: Dissertation Abstracts International, Volume: 55-03, Section: A, page: 4950.

Thesis (Ph.D.)--State University of New York at Buffalo, 1993.

The purpose of the present study was to explore factors contributing to Japanese, Korean, and Taiwanese students' reticence in the ESL classroom. The study involved 6 Japanese, 6 Korean, and 3 Taiwanese students enrolled at two intermediate spoken classes at the Intensive English Language Institute (IELI), at the State University of New York at Buffalo. Three different qualitative research techniques (a) semi-structured student interviews, (b) non-participant observations, and (c) questionnaire administrations to IELI intermediate teachers of oral communication were utilized.Subjects--Topical Terms:

532624
Language arts.

Factors affecting Japanese, Korean, and Taiwanese students' passiveness in oral interaction in English in the intermediate ESL spoken classroom.
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100 1 $a Hwang, Mi Jeong Song. $3 3283279
245 1 0 $a Factors affecting Japanese, Korean, and Taiwanese students' passiveness in oral interaction in English in the intermediate ESL spoken classroom.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1993
300 $a 157 p.
500 $a Source: Dissertation Abstracts International, Volume: 55-03, Section: A, page: 4950.
500 $a Advisers: Dorthy Rissel; Michale Kibby.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 1993.
520 $a The purpose of the present study was to explore factors contributing to Japanese, Korean, and Taiwanese students' reticence in the ESL classroom. The study involved 6 Japanese, 6 Korean, and 3 Taiwanese students enrolled at two intermediate spoken classes at the Intensive English Language Institute (IELI), at the State University of New York at Buffalo. Three different qualitative research techniques (a) semi-structured student interviews, (b) non-participant observations, and (c) questionnaire administrations to IELI intermediate teachers of oral communication were utilized.
520 $a The present study disclosed four major categories of common factors affecting the Japanese, Korean, and Taiwanese students' willingness to use English orally in the ESL classroom: (A) Linguistic factors with three sub-factors, (1) lack of listening comprehension skills, (2) translation problem due to lack of vocabulary knowledge, (3) lack of discussion skills; (B) Cultural factors including two sub-factors, (1) classroom participation differences between America and home country, (2) instructional pattern differences between America and home country; (C) Social factors with one sub-factor, domination of other ethnic out-spoken students in class; and (D) Psychological factors including three sub-factors, (1) perfectionism, (2) intolerance of ambiguity, (3) little confidence in speaking.
520 $a The present study also uncovered several unique factors pertaining to each ethnic group. For the Japanese participants, these were: (1) group orientation vs. competitive orientation, (2) little cultural value on verbal communication, (3) rigid beliefs about learning to speak in English, and (4) use of English/Japanese dictionary in class. For the Korean participants, only one unique factor, influence of Korean family communication style, was identified. Additionally, two common factors affecting both Japanese and Korean participants were found: (1) 'social expectation for women', and (2) 'fear of losing self-identity by using poor English'.
520 $a Based on the findings of the study, recommendations are provided for ESL teachers and administrators who deal with Japanese, Korean, and Taiwanese students.
590 $a School code: 0656.
650 4 $a Language arts. $3 532624
690 $a 0279
710 2 $a State University of New York at Buffalo. $3 1017814
773 0 $t Dissertation Abstracts International $g 55-03A.
790 $a 0656
791 $a Ph.D.
792 $a 1993
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9420164