Young second language learners' competence and affective self-concept
Tracey, Danielle, Yeung, Alexander Seeshing, Arens, A. Katrin and Ng, Christina. (2014). Young second language learners' competence and affective self-concept. Asian EFL Journal. 16(4), pp. 76 - 95.
|Authors||Tracey, Danielle, Yeung, Alexander Seeshing, Arens, A. Katrin and Ng, Christina|
Recent research has distinguished between the competence and affective components of self-concept. Young learners of English as a second language (L2) in Hong Kong (N = 110) completed survey items on both the competence and affective components and their L2 skills. In support of the domain specificity of self-concept, both components were associated with L2-related variables but not with other academic areas. Analyses of variance found significant effects of both components on classwork and homework. The main effect of competence was significant for reading, writing and speaking whereas the main effect of affective was significant for writing, speaking, and listening. Results support the importance of both components of self-concept but also imply some subtly differential effects on young L2 learners.
|Keywords||L2; self-concept; elementary education; language|
|Journal||Asian EFL Journal|
|Journal citation||16 (4), pp. 76 - 95|
|Publisher||Asian EFL Journal Press|
|Page range||76 - 95|
|Research Group||Institute for Positive Psychology and Education|
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|Place of publication||United Kingdom|
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