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postgraduate thesis: Linguistics self confidence and oral task performance of English as second language learners in Hong Kong

TitleLinguistics self confidence and oral task performance of English as second language learners in Hong Kong
Authors
Issue Date2013
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
To, L. H. [杜麗明]. (2013). Linguistics self confidence and oral task performance of English as second language learners in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5091070
AbstractThis research aims at investigating the relationships between linguistics self confidence, achievements and performance and giving new pedagogical insights to the educators concerning language learning motivation by implementing a combination of task-based research and Complexity, Accuracy and Fluency (CAF) performance evaluation model. Six English as Second Language (ESL) learners were invited to participate in an oral task and complete a self confidence evaluation questionnaire. Their performance, based on the CAF framework, was then compared and contrasted according to their confidence level. It was found that the higher confident students are more accurate in their speech production, and are also better at communicative and discussion skills. However, neither did they demonstrate a large amount of talk as in some past literature, nor did they display a very complex language. They instead articulated more false starts and made more repetitions as they self-corrected their utterances during the task. Compared to the lower-confident group, these learners surprisingly contribute fewer arguments, particularly counter-arguments such as rebuttals. These behaviors were explained by Foster and Skehan’s attention theory and Levelt’s prioritization in production. In addition, the inter-dependent relationships between linguistics self confidence, achievements and performance are proposed. Finally, Dörnyei’s L2 Motivational Self System is especially addressed, as it seems applicable in solving the research findings that there is a discrepancy between the L2 ideal self and actual self of these ESL learners.
DegreeMaster of Arts
SubjectSelf-confidence
Second language acquisition - China - Hong Kong
English language - Spoken English - China - Hong Kong
Dept/ProgramLinguistics
Persistent Identifierhttp://hdl.handle.net/10722/192986

 

DC FieldValueLanguage
dc.contributor.authorTo, Lai-ming, Helen-
dc.contributor.author杜麗明-
dc.date.accessioned2013-12-14T06:23:24Z-
dc.date.available2013-12-14T06:23:24Z-
dc.date.issued2013-
dc.identifier.citationTo, L. H. [杜麗明]. (2013). Linguistics self confidence and oral task performance of English as second language learners in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5091070-
dc.identifier.urihttp://hdl.handle.net/10722/192986-
dc.description.abstractThis research aims at investigating the relationships between linguistics self confidence, achievements and performance and giving new pedagogical insights to the educators concerning language learning motivation by implementing a combination of task-based research and Complexity, Accuracy and Fluency (CAF) performance evaluation model. Six English as Second Language (ESL) learners were invited to participate in an oral task and complete a self confidence evaluation questionnaire. Their performance, based on the CAF framework, was then compared and contrasted according to their confidence level. It was found that the higher confident students are more accurate in their speech production, and are also better at communicative and discussion skills. However, neither did they demonstrate a large amount of talk as in some past literature, nor did they display a very complex language. They instead articulated more false starts and made more repetitions as they self-corrected their utterances during the task. Compared to the lower-confident group, these learners surprisingly contribute fewer arguments, particularly counter-arguments such as rebuttals. These behaviors were explained by Foster and Skehan’s attention theory and Levelt’s prioritization in production. In addition, the inter-dependent relationships between linguistics self confidence, achievements and performance are proposed. Finally, Dörnyei’s L2 Motivational Self System is especially addressed, as it seems applicable in solving the research findings that there is a discrepancy between the L2 ideal self and actual self of these ESL learners.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.subject.lcshSelf-confidence-
dc.subject.lcshSecond language acquisition - China - Hong Kong-
dc.subject.lcshEnglish language - Spoken English - China - Hong Kong-
dc.titleLinguistics self confidence and oral task performance of English as second language learners in Hong Kong-
dc.typePG_Thesis-
dc.identifier.hkulb5091070-
dc.description.thesisnameMaster of Arts-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineLinguistics-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5091070-
dc.date.hkucongregation2013-

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