Browsing by Subject "Second language acquisition"
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ItemA correlative study of motivation for learning Chinese according to academic achievement and parental encouragement among grade four to grade six students at Ladprao Bilingual School (LBS), Bangkok, ThailandParental encouragement has been shown to have a positive relationship with students' learning motivation and their academic achievement. This study examined the level of the students' Chinese learning motivation, the student's perception of parental encouragement and the relationship among parental encouragement, Chinese learning motivation and academic achievement. The researcher used a questionnaire as the main instrument for data collection. One hundred and thirteen students at Ladprao Bilingual School (LBS) grades four to six in the academic year 2014 participated in this study. The collected data were analyzed by mean, standard deviation, and Pearson-Moment Correlation. The findings indicated that the level of the students' Chinese learning motivation was high. Also, the students had a relatively high level of the perception of parental encouragement. The findings showed that a significant relationship existed among the students' Chinese learning motivation and academic achievement, students' perception of parental encouragement and Chinese learning motivation, students' perception of parental encouragement and academic achievement. Recommendations for both practice and future research are provided.
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ItemThe relationship of motivation and perceived parental encouragement with English oral skills achievement of Grades 6 to 8 students at KPIS International School, Bangkok The purpose of this study was to determine the level of KPIS International School Grades 6-8 students’ motivation, perceived parental encouragement and achievement in learning English oral skills as well as their relationship with each other. A motivation questionnaire was used to collect data from 81 Grades 6-8 students studying Language Arts in the academic year 2016 - 2017 at KPIS International School. Means, standard deviations, multiple correlation coefficient and multiple linear regression were used to analyze the data. The findings showed that the respondents had a slightly high level of motivation, perceived parental encouragement and English oral skills achievement. Amongst the subscale of motivation, students were mostly motivated integratively, followed by instrumentally and were least motivated by their attitudes to the learning situation. The relationships among the variables were investigated and it was found that all three had significant positive relationships with each other. Between motivation and perceived parental encouragement, motivation had a stronger relationship and could explain a higher percentage of variance of English oral skills achievement.
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ItemA second language course development(Assumption University, 2010) Ratchaporn Rattanaphumma ; Assumption University. Graduate School of English
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ItemSecond language learning and language learners(Assumption University, 2008) Ratchaporn Rattanaphumma ; Assumption University. Graduate School of English
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ItemThe shifting paradigms in second language research(Assumption University Press, 2009) Foley, Joseph A. ; Assumption University. Graduate School of EnglishThis paper first looks at the psychological oriented tradition in Second Language Acquisition (SLA) and in spite of the valuable contributions made, the number of shortcomings in the explanation of how people learn a language. There has been a shift in paradigm in terms of research into SLA in the last few decades, in that a more socially oriented explanation of language learning is seen as equally important for a complete account of how language acquisition and development takes place. Research into SLA from this perspective would involve looking at how contexts of learning differ, the cultural and social characteristics of learners in varying contexts, the needs for and attitudes towards the language being learnt in those contexts.
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