一篇供研究分析的论文.docx
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一篇供研究分析的论文.docx
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一篇供研究分析的论文
一篇供分析的研究论文
(Apublishedresearchpaperforfurtheranalysis)
MohsenGhadessy
Thefollowingisthefulltextofthepaper(GhadessyandNicol,2001)referredtoinanumberofexercisesinthisbook.Almostalltheelementsofstructurediscussedandexemplifiedinthisbookcanbefoundinthispaper.Aswasmentionedintheintroductiontothisbook,theformatgiveninthispaperisONLYpossiblearrangementoftheelements.Studentsmayfindotherformatsinmanyotherpublishedarticlesaswell.Weemphasizethatfocusingononeformatmaybeasoundpieceofadviceforyoungresearchers.Somecommentsaftereachsub-sectionareprovidedtoguideteachersandstudentsintheirdiscussionoftheelements.Thefullreferenceforthepaperis:
EnglishinAustralia(EA)Journal,Volume19,Number1,2001.
AStudyofFourAttitudesandtheReadingComprehensionofSomeSecondarySchoolStudentsinBrunei
MohsenGhadessy
MaryNicol
UniversityofBruneiDarussalam
Abstract:
Scoresof173studentsfromseveralsecondaryschoolsinBruneiDarussalamarecomparedandcontrastedinrelationtoanumberofvariablesincluding
(1)attitudestowardsteachers,
(2)attitudetowardslearningprocesses,(3)attitudetowardslanguagearts,(4)attitudetowardsmathematics,and(5)readingandcomprehensionabilityinEnglishbyusingArlin-HillsAttitudeSurveys(1976)andsomesuitablereadingmaterials.Themajorresearchquestionsposedare:
1.Arethereanycorrelationsbetweenthefivevariables?
2.Arethereanydifferencesinscoresforthefivedependentvariablesandanumberofindependentvariablesincludingage,sex,raceandothers.
Theresultsindicatethatwhiletherearesomepositivecorrelationsbetweentheattitudes,thereisnosignificantcorrelationbetweentheattitudesandthereadingabilityofthestudents.AdditionalANOVAstatisticsindicatethatthereadingabilityofstudentsdifferssignificantlyinrelationtogender,race,andnumberofchildrenathome.Thepaperendswithadiscussionofsomeofthemajorfactorsthatcouldhavecontributedtothesefindingsandcallsforadditionalrelevantresearchinthisarea.
WewouldliketothankthefollowingpeoplewhohelpeduswiththecollectionofthedataforthisstudyinBrunei.MmeKhoGaikLamandMs.CrystalChoongChweeChing(ChungHuaMiddleSchool);Mr.IbrahimHjAbdRahamanandMr.DesMoriarty(MudaHashimSecondarySchool);AwangJamalbinHjKahar,David
KerrandGordonNicol(MaktabDuli,PMAMB);AwangArshadbinAdisandKevinBritten(SOAS).WearealsogratefultoMukulSaxenuandGaryJone(DELAL,UBD)fortheirvaluablecommentsonanearlierdraftofthispaper.Weare,however,responsiblefortheviewsexpressedinthispaper.
Comments
AlmostalloftheelementsofstructureforAbstractsareincludedinthisAbstract.Theformatindifferentwithtwoseparateparagraphswiththeresearchquestionsaregiveninbetween.Thenumberingsysteminthefirstparagraphhelpsreaderstoidentifythevariablesinthestudy.Allverbformsaregiveninpresenttense.
1.Introduction
Theaffectivesideofhumanexperiencehasbeenthesubjectofresearchinmanystudiesrelatedtotheteachingandlearningofaforeign/secondlanguage.However,asOller(1979:
105)observes:
Personality,attitudesemotions,feelingsandmotivations,aresubjectivethingsandevenourownexperiencetellsusthattheyarechangeableasthewind.Thequestionhereiswhetherornottheycanbemeasured.Further,whatistherelationshipbetweenexistingmeasuresaimedataffectivevariablesandmeasuresaimedatlanguageskillorothereducationalconstructs.
Baker(1988),(quotedinEllis1994:
199),givesthefollowingasthecharacteristicsofattitudes,
1.Attitudesarecognitive(i.e.arecapableofbeingthoughtabout)andaffective(i.e.havefeelingsandemotionsattachedtothem).
2.Attitudesaredimensionalthanbipolar---theyvaryindegreeoffavourability/unfavourability.
3.Attitudespredisposeapersontoactinacertainway,buttherelationshipbetweenattitudesandactionsisnotastrongone.
4.Attitudesarelearnt,notinheritedorgeneticallyendowed.
5.Attitudestendtopersistbuttheycanbemodifiedbyexperience.
AccordingtoEllis(1994:
198),Learnersmanifestdifferentattitudestowards
(1)thetargetlanguage,
(2)targetlanguagespeakers,(3)thetarget-languageculture,(4)thesocialvalueoflearningtheL2,(5)particularusesofthetargetlanguage,and(6)themselvesasmembersoftheirownculture.
ShawandWright(1967:
15)suggestthat"attitudemeasurementconsistsoftheassessmentofanindividual'sresponsestoasetofsituations.Thesetofsituationsisusuallyasetofstatements(items)abouttheattitudeobject,towhichtheindividualrespondswithasetofspecificcategories,e.g.agreeanddisagree….The…numberderivedfromhisscoresrepresentshispositiononthelatentattitudevariable."Incontrastwiththis"direct"wayofmeasuringattitudes,the"indirect"methodpresentslearnerswithaseriesofantonyms,e.g.useful-useless,ugly-beautiful,etc.andasksthemtoevaluateagivenphenomenon,e.g.alanguageorspeaker’saccentoneachdimension.
Readingandcomprehensionisapartofthethirdcomponentoflanguageaptitude,i.e.“inductiveability”asexplainedbyCarroll(1973);theothertwocomponentsbeing“phoneticcodingability”andgrammaticalsensitivity”.Krashen(1981:
19),surveyingresearchonattitudeandaptitude,referstoa“strangefinding”,i.e.“bothlanguageaptitude(asmeasuredbystandardtests)andattitude(affectivevariables)appeartoberelatedtosecondlanguageachievement,butarenotrelatedtooneanother.”
Comments
TheIntroductionprovidesagooddealofbackgroundinformationbothindirectandindirectquotations.Thelongerquotationsaregivenasseparatesectionsinthetextandtheshorteronesareincludedintherunningtext.Allthemainverbsaregiveninpresent/perfecttense.Thelastsentenceofthelastparagraphpreparesthereaderforthemainresearchquestionthattheauthorswanttoinvestigateinthispaper,i.e.therelationshipofattitudestosecondlanguageachievement.
2.LanguagesituationinBruneiDarussalam
BruneiDarussalamisasmallcountry(populationapproximately330,000)ontheNortheastcoastofBorneo.ThepopulationincludesMalays(66%),Chinese(17%),expatriateworkers(11%),andnon-Malayindigenouspeople(6%).(HenryandRohania1999).ThemajoritylanguageisMalaywithsomespeakingChinesedialects,
Mandarinandafewotherindigenouslanguages.In1984anofficialbilingualpolicywasestablishedbytheGovernment.PrimaryschoolstudentshaveMalayasthemediumofinstructionforthefirstthreeyearsandstudyEnglishasasubject.FromprimaryfouronwardsEnglishisusedasthelanguageofinstructionmainlyforsciencesubjectsandMalayforsomeoftheothersubjects.AllstudentslearnArabicforintensivereligiousinstructionintheafternoons.AccordingtoBeardsmore(1999:
7),“inBruneithegoalisfullbilingualismandfullbiliteracyinMalayandEnglishandminimaltrilingualismwithtriliteracyinArabic.”
Jones(1997)analyzesthelanguagesituationinBruneiDarussalamwithreferencetothetheoriesof“accommodation”(Gilesetal.1987)and“acculturation”(Schumann1978,1986).Referringtotheaccommodationbetween“themajorityofBruneians”whoareMuslimsand“themostlynon-Islamicexpatriates”inBrunei,hemaintainsthatthereexistsa“gulf”thatis“notunbridgeable,butthedifferencesinculture,andreligionespecially,makethisadifficultdividetocross.”(Jones1997:
220)Asfarasacculturationisconcerned,thereisa“combinedinfluenceoffamilyandreligion”thatresultsina“desireforpreservationofone’sownvaluesandtherejectionofthoseofanotherculture.”(Jones1997:
220)Jonesconsidersbothsociological,e.g.“attitudes”,andpsychological,e.g.“motivation”,factorsofacculturationinsomedetailandmaintainsthat“BruneianshaveastronginstrumentalmotivationtolearnEnglish.”(ibid.:
229)
Jones(1996:
20-22),referringtothe“comprehensiveattitudesurvey”conductedbytheUniversityofBruneiDarussalamandtheMinistryofEducationin1993,concludesthatBruneiansingeneralhavea“positiveattitude”towardslanguageissuesandthat“girlshavesignificantlymorepositiveattitudestolearningasecondlanguagethandoboys”.Jones(1996)doesnotprovideanyevidenceinrelationtothecorrelationbetweenattitudesandtheEnglishlanguageproficiencyorBruneians.Itislogicaltoconcludethatthosewithamorepositiveattitudetowardlearningasecondlanguagetestsgivenlocallyorinternationally,i.e.thereisapositivecorrelationbetweenattitudeandproficiency.
Asignificantomissioninthecomprehensivesurvey(1994)andinJones’(1996)commentsonitistheroleofArabicasathirdlanguageinthelifeofBruneians.The“elitewithinBrunei”(Edwards1993,Jones1996)maynotnecessarilybethefluentspeakersofEnglishbutthe“guardians”ofIslamicvalueswhousebothArabicandstandard/BruneiMalaytoshapetheheartsandmindsofallBruneians.Martin(1992:
109)maintainsthatBruneiMalay“isnotonlyanimportantmarkerofBruneianidentity,butitsusecarriesthevaluesofinformality,spontaneity,intimacy,aswellasbeingasymbolofsolidarityandrapportamongthepopulation.”Theprestigeaccordedtoeachlanguage,therefore,maychangewithEnglishoccupyingalowerstatus.
Beardsmore(1999:
7)comparesthelanguagesituationofBruneiDarussalamwiththatofSingaporeandtheGrandDuchyofLuxembourg.Heemphasizesthatinabilingualeducationsystem“thedistributionoftimedevotedtoeachlanguage”,amonganumberof
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