Dissertations and Theses @ UNI

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Open Access Thesis

Keywords

Asian Americans--Books and reading; Asian Americans--Education--Reading; Asian Americans; English language--Study and teaching--Foreign speakers;

Abstract

The purpose of this study was to identify factors influencing attitudes of Asian English as a Second Language (ESL) learners to better understand possible reasons why attitudes may change and ways they may be influenced. Research regarding reading attitudes was investigated, particularly in regard to cultural and educational differences, special difficulties relating to nonliterate adult learners were explored, and strategies to assist ESL learners presented. A survey was administered which gave subjects the opportunity to state their self-perceptions of themselves as readers. The population of the study consisted of 30 adult Asian ESL students from Laos and Vietnam residing in a small, midwestern community. The survey asking students to provide demographic information, along with personal feelings regarding reading, was used to assess reading attitude. Survey results verified the review of literature. Findings indicated that cultural and educational differences between SE Asian and American learners can have an impact on reading attitudes in ESL students. According to responses by local subjects, causes of change in reading attitude from positive to negative appear to be related to frustration dealing with believing pronounciation [sic], not meaning, to be the purpose for reading, difficulty in concentrating on education when immediate survival problems are apparent, seeing a stronger need for oral skills, lack of vocabulary, grammatical differences, and declining interest due to not understanding what was read. Subjects who were fluent readers in their native language expressed frustration when not quickly becoming fluent in English. Several implications regarding assisting ESL students in maintaining positive attitudes were drawn from this study. First, due to the high amount of respect given teachers in Asian cultures, American teachers are in a strong position to encourage Asian students and influence attitudes of mainstream students. Second, providing relevant materials which are meaningful to students will help maintain interest. Third, when assisting nonliterate adult students, vocational ESL can provide proof that language training is useful. Fourth, the use of multiethnic or multicultural education can help all students understand their own culture as well as others. Finally, the continued use of students' background knowledge and interest can give students a sense of belonging and understanding in a second language. Using such strategies should prove useful in increasing acceptance of minority students and at the same time assist them in understanding a new language and culture. Potential cultural and educational problems that may threaten student attitude toward English can therefore be lessened, allowing students to advance to their fullest.

Year of Submission

1990

Degree Name

Master of Arts in Education

Department

Department of Curriculum and Instruction

First Advisor

Nate Ratekin

Second Advisor

Jeannie Steele

Third Advisor

Cheryl Roberts

Comments

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Date Original

1990

Object Description

1 PDF file (89 leaves)

Language

en

File Format

application/pdf

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