Persistent Link:
http://hdl.handle.net/10150/291437
Title:
Cross-cultural differences in "ESL classroom personality"
Author:
Mori, Shigenori, 1962-
Issue Date:
1991
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Comparing Japanese and Mexican groups, the present study investigated cross-cultural differences in ESL learners' affective traits specific to formal settings. The target traits were measured by self-reporting questionnaires and class observations. Factor analysis of the questionnaire extracted four factors of ESL learners' affective traits, which were termed "activity", "social-awareness", "desirable behavior in formal learning", and "social isolation". The results indicated that some of these factors were strongly related with learners' cultural backgrounds. More specifically, the results showed Mexican students tended to take a more active approach toward in-class learning than their Japanese counterpart. However, the results also suggested that, in spite of passive learning behaviors they usually displayed, Japanese students valued active learning behaviors. Generally, the findings of this study are fairly congruent with the model constructed prior to the study.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Language and Literature.; Education, Bilingual and Multicultural.; Language, Modern.; Education, Educational Psychology.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; English
Degree Grantor:
University of Arizona
Advisor:
Pialorsi, Frank

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleCross-cultural differences in "ESL classroom personality"en_US
dc.creatorMori, Shigenori, 1962-en_US
dc.contributor.authorMori, Shigenori, 1962-en_US
dc.date.issued1991en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractComparing Japanese and Mexican groups, the present study investigated cross-cultural differences in ESL learners' affective traits specific to formal settings. The target traits were measured by self-reporting questionnaires and class observations. Factor analysis of the questionnaire extracted four factors of ESL learners' affective traits, which were termed "activity", "social-awareness", "desirable behavior in formal learning", and "social isolation". The results indicated that some of these factors were strongly related with learners' cultural backgrounds. More specifically, the results showed Mexican students tended to take a more active approach toward in-class learning than their Japanese counterpart. However, the results also suggested that, in spite of passive learning behaviors they usually displayed, Japanese students valued active learning behaviors. Generally, the findings of this study are fairly congruent with the model constructed prior to the study.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Language and Literature.en_US
dc.subjectEducation, Bilingual and Multicultural.en_US
dc.subjectLanguage, Modern.en_US
dc.subjectEducation, Educational Psychology.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEnglishen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorPialorsi, Franken_US
dc.identifier.proquest1346122en_US
dc.identifier.bibrecord.b27172788en_US
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