TY - JOUR
T1 - How do affective variables (motivation, linguistic confidence, ego-resilience) predict language-based problem-solving skills in second language learners?
AU - Choi, Jeongwon
AU - Kang, Daeun
AU - Choi, Hyeeun
AU - Yim, Dongsun
N1 - Funding Information:
This research was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF-2018S1A3A2075274).
Publisher Copyright:
© 2020 The Korean Association of Speech-Language Pathologists.
PY - 2020/8/1
Y1 - 2020/8/1
N2 - Purpose: The impact of affective variables in second language acquisition is extensively researched, specifically focusing on literal language achievements, however, only a few studies have explored how these variables can predict the performance of Korean learning bilingual adults in different language domains. This study examines how affective variables (motivation, linguistic confidence, and ego-resilience) predict language-based problem-solving skills in Korean learning bilingual adults residing in Korea. Methods: Participants were composed of 26 bilingual adults who were living in Korea during the time of data collection and were learning Korean as a second language (L2). Participants completed the survey including the Language Experience and Proficiency Questionnaire (LEAP-Q), questions on measuring affective variables (motivation, linguistic confidence, and ego-resilience), and three domains of language-based problem-solving skills (sentence comprehension, idiom comprehension, and reading comprehension). Results: Motivation showed positive significant correlations with ego-resilience and linguistic confidence. Three significant correlations were also examined among the performance of language-based problem-solving skills: Sentence comprehension and idiom comprehension, sentence comprehension and reading comprehension, and reading comprehension and idiom comprehension. Among the three affective variables investigated, linguistic confidence and ego-resilience of bilingual adults significantly predicted the performance of all three language-based problem-solving skills. Conclusions: The linguistic confidence and ego-resilience are essential for bilingual adults to cope with the interference and stress caused by cultural and linguistic differences, which leads to an improvement of the second language learning in all three domains.
AB - Purpose: The impact of affective variables in second language acquisition is extensively researched, specifically focusing on literal language achievements, however, only a few studies have explored how these variables can predict the performance of Korean learning bilingual adults in different language domains. This study examines how affective variables (motivation, linguistic confidence, and ego-resilience) predict language-based problem-solving skills in Korean learning bilingual adults residing in Korea. Methods: Participants were composed of 26 bilingual adults who were living in Korea during the time of data collection and were learning Korean as a second language (L2). Participants completed the survey including the Language Experience and Proficiency Questionnaire (LEAP-Q), questions on measuring affective variables (motivation, linguistic confidence, and ego-resilience), and three domains of language-based problem-solving skills (sentence comprehension, idiom comprehension, and reading comprehension). Results: Motivation showed positive significant correlations with ego-resilience and linguistic confidence. Three significant correlations were also examined among the performance of language-based problem-solving skills: Sentence comprehension and idiom comprehension, sentence comprehension and reading comprehension, and reading comprehension and idiom comprehension. Among the three affective variables investigated, linguistic confidence and ego-resilience of bilingual adults significantly predicted the performance of all three language-based problem-solving skills. Conclusions: The linguistic confidence and ego-resilience are essential for bilingual adults to cope with the interference and stress caused by cultural and linguistic differences, which leads to an improvement of the second language learning in all three domains.
KW - Affective variables
KW - Bilingual adults
KW - Bilingualism
KW - Language problem-solving skills
KW - Second language acquisition
UR - http://www.scopus.com/inward/record.url?scp=85095692325&partnerID=8YFLogxK
U2 - 10.21849/CACD.2020.00213
DO - 10.21849/CACD.2020.00213
M3 - Article
AN - SCOPUS:85095692325
VL - 5
SP - 66
EP - 76
JO - Clinical Archives of Communication Disorders
JF - Clinical Archives of Communication Disorders
SN - 2508-5948
IS - 2
ER -