|
| The Journal of Asia TEFL |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Search |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Today |
|
2,741 |
| Total |
|
5,282,871 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
  Past Issues |
|
|
|
Go List
 |
|
|
| Volume 7 Number 1, Spring 2010, Pages 1-393 |
|
|
|
| |
Individual and Social- Psychological Variables Related to Bangladeshi Students and Their Proficiency in ESL
|
|
| |
Md. Kamrul Hasan
|
|
The main objective of the present study is to examine the relationship between different social psychological variables on the one hand and proficiency on the other. We have found a significant correlation between scoring for exact responses versus acceptable included responses, suggesting the Cloze procedure would well be appropriate for use with non-native speakers. Except for the medium of instruction, resentment motivation and class-room anxiety, all other variables, namely age, sex, socio-economic status, exposure to English, schooling, attitude towards English-speaking Bangladeshis, attitude towards English, integrative motivation, instrumental motivation, manipulative motivation and parental support are significantly correlated with the Cloze scores. Cloze has shown a significant positive correlation with socio-economic status. This indicates that the learners who are from the lower rungs of society have not done well in the Cloze test even though they have a positive attitude towards English-speaking Bangladeshis and also have realized the importance of English in obtaining a better education and good jobs. Those students who have performed better have come from "high socio-economic statuses" and do not sustain positive attitude towards English-speaking Bangladeshis and also view English unfavourably. Those who come from good and English medium schools are generally from higher socio-economic statuses; therefore, there is a high co-relationship between socio-economic status and schooling. The results of our present study confirm that schooling is the most significant predictor of achievement and proficiency in second language learning.
Keywords: English language proficiency, Cloze test, correlation matrix, social-psychological variables, attitudinal and motivational orientation |
|
|
|
|
|
The Journal of Asia TEFL
