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Factors related to Haitian students' acquisition of English

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Date Issued:
1995
Summary:
A review of the literature reveals that many factors are related to the learning of a second language. In order to meet the needs of the large and growing number of Haitian students, it would be beneficial to be able to determine which factors affect Haitian students' acquisition of English. This study uses a Haitian Creole Literacy Test and a questionnaire to determine the relationship of age, age at immigration, years of residence, years of schooling, gender, grade point average, parents' English proficiency, use of English outside school, attitude toward English, and native language literacy on oral proficiency and literacy in English. Correlations, ANOVAs, multiple regressions, and a factor analysis revealed that the factors affecting the English acquisition of the 276 Haitian students in the study were similar to and different from some of those found to affect second language acquisition of other language groups. The differences included the fact that age was not positively related to their L2 proficiency; L1 literacy was only slightly related to L2 reading proficiency and achievement and negatively related to L2 oral proficiency; their age at immigration was not related to L2 reading proficiency and was negatively related to L2 oral proficiency; their mother's L2 proficiency was not related to their academic achievement or L2 reading proficiency; motivation was not related to L1 literacy or L2 oral proficiency; their belief that learning L2 is important was not related to L2 proficiency; and their liking to study English had a negative relationship with L2 oral proficiency and no relationship with L2 literacy or achievement. These findings suggest that the facilitative effect of L1 literacy on L2 proficiency shown by previous studies depends upon the L1 and the value the L1 culture places on literacy. In addition, different factors affect L2 acquisition by different language groups. This fact must be taken into consideration by those who design curriculum and instruction for L2 learners.
Title: Factors related to Haitian students' acquisition of English.
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Name(s): Price, Melva Janet
Florida Atlantic University, Degree Grantor
Crawley, Sharon J., Thesis Advisor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 1995
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 145 p.
Language(s): English
Summary: A review of the literature reveals that many factors are related to the learning of a second language. In order to meet the needs of the large and growing number of Haitian students, it would be beneficial to be able to determine which factors affect Haitian students' acquisition of English. This study uses a Haitian Creole Literacy Test and a questionnaire to determine the relationship of age, age at immigration, years of residence, years of schooling, gender, grade point average, parents' English proficiency, use of English outside school, attitude toward English, and native language literacy on oral proficiency and literacy in English. Correlations, ANOVAs, multiple regressions, and a factor analysis revealed that the factors affecting the English acquisition of the 276 Haitian students in the study were similar to and different from some of those found to affect second language acquisition of other language groups. The differences included the fact that age was not positively related to their L2 proficiency; L1 literacy was only slightly related to L2 reading proficiency and achievement and negatively related to L2 oral proficiency; their age at immigration was not related to L2 reading proficiency and was negatively related to L2 oral proficiency; their mother's L2 proficiency was not related to their academic achievement or L2 reading proficiency; motivation was not related to L1 literacy or L2 oral proficiency; their belief that learning L2 is important was not related to L2 proficiency; and their liking to study English had a negative relationship with L2 oral proficiency and no relationship with L2 literacy or achievement. These findings suggest that the facilitative effect of L1 literacy on L2 proficiency shown by previous studies depends upon the L1 and the value the L1 culture places on literacy. In addition, different factors affect L2 acquisition by different language groups. This fact must be taken into consideration by those who design curriculum and instruction for L2 learners.
Identifier: 12401 (digitool), FADT12401 (IID), fau:9299 (fedora)
Note(s): Thesis (Ed.D.)--Florida Atlantic University, 1995.
Subject(s): Second language acquisition
Language and languages--Ability testing
Creole dialects--Haiti
English language--Study and teaching--Creole speakers
English language--Study and teaching--Foreign speakers
Haitians--Education--United States
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/12401
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.