This study investigates student and instructor perceptions of the causes and effects of anxiety and motivation's effect on a student's ability to learn a second language. The study focused on the participant's perceptions of the causes and effects of anxiety, and relationships between anxiety and motivation, in both short-term and long-term learners.

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This dissertation considers the factors affecting the acquisition of a second language and those factors thought to be the most important in the acquisition of English as a second language. An examination of the theories of language acquisition is followed by a literature study and discussion of the factors appearing to be of importance in second language acquisition. The account of the empirical investigation, conducted in an English medium school in Botswana, includes the formulation of hypothesis, discussion of the sample, a description of the measuring instruments used and a summary of the general procedure followed. The results of the empirical investigation suggest that the most important factors in the acquisition of English as a second language are age, intelligence, the amount of English spoken at home, pupil perception of parental support and first language acquisition. In conclusion, some of the educational implications of this investigation are considered. / Psychology of Education / M. Ed. (Psychology of Education)

Thesis (PhD (Industrial Psychology))--University of Stellenbosch, 2007. / Persistence is not a well researched phenomenon. In addition, no previous research has suggested a process depicting a combination of variables that are related to persistence. The current study explores the process of persistence from a fortigenic paradigm, which emphasises psychological strengths. The aim of the current study is to determine the relationship between various fortigenic variables and persistence. The fortigenic paradigm also suggests that psychological strengths can be developed. In order to understand the process of persistence, the current study includes both cognitive (locus of control, optimism, hope, self-efficacy) and emotional psychological strengths (self-esteem, performance self-esteem, resilience) that are related to persistence. Based on literature, the current study suggests a model depicting a sequential process of interrelationship amongst the fortigenic variables and their relationship with persistence. To test the validity of the proposed model, the current study uses a sample of individuals that must be persistent in order to achieve their career goals. A group of 295 aspiring Chartered Accountants who wrote Part 1 of the Qualifying Exam during 2005 participated in the study. From this group, 156 (53%) did not pass the Qualifying Exam during 2005. The study employs both survey and statistical modeling methodologies to guide the investigation. Standardised questionnaires are used for the eight different fortigenic variables. To determine the applicability of the factor structures of these instruments on the current sample, exploratory factor analysis is conducted. The suggested factor structures are confirmed through confirmatory factor analysis with acceptable levels of fit. The revalidated instruments provide better levels of fit than the original instruments. The current study first tested the model of persistence on the total group. The theoretical model depicting the process of persistence provides acceptable levels of fit with all the suggested paths in the model being statistically significant. The same model was tested on the group of individuals that failed previous attempts of the Qualifying Exam, but passed it during 2005. Better levels of fit are obtained with all the paths being statistically significant except between self-esteem and resilience. Again the model was tested using the group of individuals that failed previous attempts at the Qualifying Exam, which failed it during 2005, but still persisted in writing. Acceptable levels of fit are obtained with all the paths being statistically significant except between self-efficacy and resilience. However, the group that failed the Qualifying Exam during 2005 has significantly lower levels of both hope and performance self-esteem. In addition, discriminant analysis shows that hope, optimism, and resilience are factors that can classify individuals into either passing or failing. Of importance is the fact that as individuals write the Qualifying Exam on different attempts, there seems to be a lowering in the number of statistically significant relationships between the fortigenic variables and persistence. The current study ascribes this phenomenon to resource depletion. The latter makes it difficult for individuals to persist in using the same psychological strength if it is not replenished before usage. The study suggests an intervention programme that may enhance the levels of psychological strengths and persistence and counteracting the impact of resource depletion in aspiring chartered accountants.

Thesis (MEd)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: According to Prins(1995), readability factors in Mathematics text do not only influence the comprehension of questions, but also have a marked influence on learner achievement levels. Extending on Prins (op cit), this study sought to investigate whether there are any differences in the quality of interpretation and choice of algo-heuristic methods when isiXhosa-speaking learners respond to mathematical word problems set in English and isiXhosa. The study was located within an ethnographic framework, with all of the 109 participants speaking isiXhosa as LI. The participants were in grades 8 (44), Grade 9 (29) and grade 10(36) and all took Mathematics as one of their school subjects. Learners were divided into four groups based on achievement levels in English in June examinations. The study was cross-sectional, with each of the four groups comprising learners who were good achievers, average achievers and under achievers in English second language. A unique methodological and data collection design was undertaken in such a way that each of the participants responded to word problems set in both English and isiXhosa. Two questions were administered to all learners (one in each of the two languages). The two questions were written in two sessions. If a learner responded in English during the first session, s/he will respond in isiXhosa during the second session and vice versa. There was a 5-minute break in between the sessions. Data was analysed both quantitatively and qualitatively. The broad focus of the analyses was on learners' quality of interpretation of the given word problems and the choice of computational methods they employed when they responded to the word problems. Three categories were investigated under each of the focus areas. Categories investigated under the quality of interpretation were: [J Totally false interpretation [J Partially correct interpretation and [J Totally correct interpretation Categories investigated under the choice of computational methods were: [J Standard methods [J Non-standard methods [J Unidentifiable methods The evidence gathered suggested that isiXhosa-speaking learners interpret word problems better when they are set in isiXhosa rather than English. Another important finding was that isiXhosa-speaking learners prefer to use standard methods when they respond to word problems set in English and also prefer to use non-standard methods when they respond to word problems set in siXhosa. / AFRIKAANSE OPSOMMING: Volgens Prins (1995) beïnvloed leesbaarheidfaktore in Wiskundetekste nie net die verstaan van vrae nie, maar het dit ook 'n merkbare invloed op leerders se prestasievlakke. Ter uitbreiding op Prins (op cit) het hierdie studie gepoog om ondersoek in te stelof daar enige verskille in die kwaliteit van interpretasie en keuse van algo-heuristiese metodes is wanneer isiXhosasprekende leerders op wiskundige woordprobleme reageer wat in Engels en isiXhosa gestel is. Die studie is binne 'n etnografiese raamwerk geplaas. Al 109 deelnemers het isiXhosa as eerste taal gepraat. Die deelnemers was in Graad 8 (44), Graad 9 (29) en Graad 10 (36) en het Wiskunde as een van hul skoolvakke geneem. Leerders is in vier groepe verdeel, en die indeling is op prestasievlakke in Engels in die Junieeksamen gebaseer. In hierdie deursneestudie het elk van die vier groepe uit leerders bestaan wat goeie presteerders, gemiddelde presteerders en onderpresteerders in Engels tweede taal was. 'n Unieke metodologiese en data-insamelingsontwerp is op so 'n wyse toegepas dat elkeen van die deelnemers op woordprobleme gereageer het wat in beide Engels en isiXhosa gestel is. Twee vrae is aan elke leerder gestel, een in elk van die twee tale. Die twee vrae is in twee sessies beantwoord. As 'n leerder tydens die eerste sessie in Engels reageer het, sou sy/hy tydens die tweede sessie in isiXhosa beantwoord, en omgekeerd. Daar was 'n pouse van vyf minute tussen die sessies. Data is beide kwantitatief en kwalitatief ontleed. Die breë fokus van die analises was op die kwaliteit van die leerders se interpretasie van die woordprobleme en die keuse van bewerkingsmetodes wat hulle aangewend het wanneer hulle op die woordprobleme reageer het. Drie kategorieë is in elk van die fokusareas ondersoek. Die kategorieë wat onder die kwaliteit van interpretasie ondersoek is, was: Cl 'n Algeheel verkeerde interpretasie Cl 'n Gedeeltelik korrekte interpretasie en Cl 'n Algeheel korrekte interpretasie Kategorieë wat onder die keuse van bewerkingsmetodes ondersoek is, was: u Standaardmetodes u Nie-standaardmetodes en o Onidentifiseerbare metodes Die gegewens wat ingewin is, het daarop gedui dat isiXhosasprekende leerders woordprobleme beter interpreteer wanneer die probleme in isiXhosa eerder as in Engels gestel is. 'n Ander belangrike bevinding was dat isiXhosasprekende leerders verkies om standaardmetodes aan te wend wanneer hulle op woordprobleme wat in Engels gestel is, reageer, en dat hulle ook verkies om nie-standaardmetodes te gebruik wanneer hulle op woordprobleme reageer wat in isiXhosa gestel is.

The critical period hypothesis for second language learning, which states that young children learn additional languages better than adults, lacks unambiguous empirical support as well as a coherent theoretical model. An experimental study was conducted which analyzed child-adult differences in difficulty of acquisition and long-term retention for rules of syntax and words in Japanese, a language unfamiliar to the subjects. The results of this study found no advantage for children over adults either in acquisition or long-term memory. However, relative to the difficulty of acquisition, the children had lower forgetting rates for words than for rules when both materials were learned completely. In the lexical study, the children's performance at retention was closer to the adults' than at acquisition, whereas in the syntax study, the opposite was the case. These results confirm the existence of developmental differences in the forgetting rates of different materials. Such results imply that, if there is an advantage for learning language at an early age, it might be localized in lexical retention.

Adopting both qualitative and quantitative approaches with a strong element of triangulation, the present research aimed to investigate the issues of reticence and anxiety in oral English classroom-learning and testing situations at the tertiary level in Mainland China. / Following the ground work phase, the main study, which was divided into two phases, got underway. In the first phase, a 124-item survey was distributed to approximately 570 first-year undergraduate non-English majors at three different proficiency levels at Tsinghua University; 547 valid questionnaires were processed. In the second phase, three English language classes (one from each different proficiency group) were selected for the case study which continued for the full term: the students were required to write reflective journals with one entry per week for six consecutive weeks, the teachers were asked to observe and keep a weekly record of the students' reticence and anxiety in classroom activities during the whole term, the three classes were observed and video-taped twice, 7 students from each group and their teachers were invited for semi-structured interviews, and the final oral English test given to the students was observed and video-taped. / The large-scale survey was analyzed using SPSS 11.00---descriptive statistics, reliability, correlation, factor analysis, t-test, and ANOVA to examine students' self-reported reticence and anxiety and their relationships with other variables such as students' self-rated English proficiency. The journals, interviews, and observations were subjected to a thematic content analysis to explore students' reticence and anxiety during oral English lessons and tests, and identify factors underlying reticence and anxiety in oral English classroom-learning and testing situations as well as corresponding coping strategies adopted by the participants. / The major findings were: (1) a considerable number of students self-reported and were observed to be reticent and nervous during oral English lessons and tests. The more proficient students tended to be less reticent and anxious, (2) the more reticent student tended to be more anxious during oral English lessons and tests, (3) reticence and anxiety negatively affected students' performance in oral English, (4) student reticence and anxiety varied from activity to activity in the classroom and changed during both the term and final oral English test, (5) multiple factors contributed to student reticence and anxiety during oral English lessons and tests, (6) the majority of the participants felt helpless about student reticence and anxiety. Most teachers and students were not aware of how to effectively cope with them, and (7) reticence and anxiety interacted with each other in both situations. Based on these findings, certain pedagogical implications were discussed to reduce students' reticence and anxiety in oral English classroom-learning and testing situations, thus enhancing the teaching and learning of oral English in Mainland China. In addition to contributing to the overall literature of research on reticence and anxiety in Chinese and FL learning contexts, the present research revealed some areas for future research. / Liu Meihua. / "July 2005." / Adviser: Jane Jackson. / Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0167. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (p. 336-360). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in English and Chinese. / School code: 1307.

This study describes the perceptions of 110 diploma nursing students regarding the learning environment in case based and traditional classrooms. The study was conducted in Sharjah and Abu Dhabi Institutes ofNursing in UAE. Sixty Level I and fifty Level II students were randomly selected from the two institutes to participate in this study. The purpose of this study was to examine nursing students' perceptions regarding the classroom learning environment in courses that are taught by case studies and those that are taught by traditional method, and to compare their perceptions toward conventional and CBL learning environments. The questionnaire used was the College and University Classroom Environment Inventory (CUCEI). The students in the CBL class had more positive perceptions toward their learning environment on the subscales Involvement , Innovation , and Individualization. A significant difference emerged favoring traditional classroom environment on the Task orientation subscale. There was no significant difference between the participants' ratings for the case-based and traditional classroom learning environments on the subscales of Personalization, Cohesiveness, and Satisfaction. Thus, the study results support the superiority ofCBL environment regarding the students' perception of Involvement, Innovation, and individualization. Moreover, the study results indicated that students perceived class activities to be more task oriented in traditional than in case based classroom environments. / Thesis (M.Cur.)-University of Natal, Durban, 2002.

This dissertation considers the factors affecting the acquisition of a second language and those factors thought to be the most important in the acquisition of English as a second language. An examination of the theories of language acquisition is followed by a literature study and discussion of the factors appearing to be of importance in second language acquisition. The account of the empirical investigation, conducted in an English medium school in Botswana, includes the formulation of hypothesis, discussion of the sample, a description of the measuring instruments used and a summary of the general procedure followed. The results of the empirical investigation suggest that the most important factors in the acquisition of English as a second language are age, intelligence, the amount of English spoken at home, pupil perception of parental support and first language acquisition. In conclusion, some of the educational implications of this investigation are considered. / Psychology of Education / M. Ed. (Psychology of Education)