The Associations between Individual Difference Factors and Second Language Chinese Achievement
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| Title: | The Associations between Individual Difference Factors and Second Language Chinese Achievement |
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| Authors: | N/A |
| Committee Members: | Feng, Liying (author); Li, Shaofeng (professor co-directing dissertation); Larson, Christine (Christine J.) (professor co-directing dissertation); Lan, Feng (university representative); Papi, Mostafa (committee member); Hu, Shouping (committee member); Florida State University (degree granting institution); Anne Spencer Daves College of Education, Health, and Human Sciences (degree granting college); School of Teacher Education (degree granting department) |
| Summary: | The present study aims to explore the relationships between a series of individual difference factors including motivational L2 selves, grit, L2 grit, anxiety and enjoyment for learning Chinese as a second language (CSL) and CSL learners' achievement in terms of self-rated proficiency and Elicited Imitation Test (EIT) score and Grammatical Judgement Test (GJT) score. 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. 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. Practical and pedagogical implementations, limitations and future directions were then discussed based on the results of study. |
| Database: | OpenDissertations |
| Abstract: | The present study aims to explore the relationships between a series of individual difference factors including motivational L2 selves, grit, L2 grit, anxiety and enjoyment for learning Chinese as a second language (CSL) and CSL learners' achievement in terms of self-rated proficiency and Elicited Imitation Test (EIT) score and Grammatical Judgement Test (GJT) score. 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. 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. Practical and pedagogical implementations, limitations and future directions were then discussed based on the results of study. |
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