Pub Date : 2024-02-06DOI: 10.5296/jsel.v12i1.21685
Ghada M. Chehimi, Hussin J. Hejase, Ale J. Hejase
This study, part of two, analyzes how growing up in a bilingual or multilingual environment impacts foreign language learning abilities, focusing on Lebanese university students. A quantitative, deductive, and positivist approach is used. The sample of 153 Lebanese university students with different majors was selected purposively and conveniently based on the students' free will participation. A survey of four sections was used. It includes knowledge questions addressing different sets of attitudinal statements characterizing the students’ and their parents’ status, home habits, background, and practices of the English language; the attitude of students toward the English language along the three dimensions of Towers-Perrin’s ISR model; the family’s attachment to books, and demographics of the participants and their parents. Questions and statements were dyadic, multiple choice, and four- and five-level Likert scales. Collected data were analyzed using the IBM SPSS version 26.0 package. Data analysis used descriptive, factor, and linear regression analyses. This paper, part 2 of 2, provides the detailed quantitative analysis necessary to test the hypothesized research questions, review the proposed conceptual framework, and create a statistically revised framework. Results show the persistence and statistically supported Towers Perrin’s ISR model as a significant contributor to students’ motivation to learn a foreign language and improve performance. Most variables in the framework were statistically insignificant whereby the corresponding null hypotheses H01, H02, H03, H04, and H09, were accepted (i.e., unrelated variables) and null hypotheses H05, H06, H07, and H08 were rejected (i.e., related variables). Other determinants were explored and the resultant regression model affirmed this paper’s objective, i.e., bilingual students were motivated to learn a foreign language. Also, the students were encouraged by their bilingual parents who read to them at a young age. Findings contribute to theoretical and practical domains. Theoretically, the study offers insights into the relationship between early language exposure and subsequent language acquisition. The outcomes inform EFL teaching methods, curriculum design, and language policy initiatives in multilingual societies like Lebanon and others.
{"title":"Exploring the Impact of Bilingualism in Early Life on Foreign Language Learning for University Students in Lebanon - Analytics: Part II","authors":"Ghada M. Chehimi, Hussin J. Hejase, Ale J. Hejase","doi":"10.5296/jsel.v12i1.21685","DOIUrl":"https://doi.org/10.5296/jsel.v12i1.21685","url":null,"abstract":"This study, part of two, analyzes how growing up in a bilingual or multilingual environment impacts foreign language learning abilities, focusing on Lebanese university students. A quantitative, deductive, and positivist approach is used. The sample of 153 Lebanese university students with different majors was selected purposively and conveniently based on the students' free will participation. A survey of four sections was used. It includes knowledge questions addressing different sets of attitudinal statements characterizing the students’ and their parents’ status, home habits, background, and practices of the English language; the attitude of students toward the English language along the three dimensions of Towers-Perrin’s ISR model; the family’s attachment to books, and demographics of the participants and their parents. Questions and statements were dyadic, multiple choice, and four- and five-level Likert scales. Collected data were analyzed using the IBM SPSS version 26.0 package. Data analysis used descriptive, factor, and linear regression analyses. This paper, part 2 of 2, provides the detailed quantitative analysis necessary to test the hypothesized research questions, review the proposed conceptual framework, and create a statistically revised framework. Results show the persistence and statistically supported Towers Perrin’s ISR model as a significant contributor to students’ motivation to learn a foreign language and improve performance. Most variables in the framework were statistically insignificant whereby the corresponding null hypotheses H01, H02, H03, H04, and H09, were accepted (i.e., unrelated variables) and null hypotheses H05, H06, H07, and H08 were rejected (i.e., related variables). Other determinants were explored and the resultant regression model affirmed this paper’s objective, i.e., bilingual students were motivated to learn a foreign language. Also, the students were encouraged by their bilingual parents who read to them at a young age. Findings contribute to theoretical and practical domains. Theoretically, the study offers insights into the relationship between early language exposure and subsequent language acquisition. The outcomes inform EFL teaching methods, curriculum design, and language policy initiatives in multilingual societies like Lebanon and others.","PeriodicalId":496373,"journal":{"name":"Journal for the study of English linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139800517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-06DOI: 10.5296/jsel.v12i1.21685
Ghada M. Chehimi, Hussin J. Hejase, Ale J. Hejase
This study, part of two, analyzes how growing up in a bilingual or multilingual environment impacts foreign language learning abilities, focusing on Lebanese university students. A quantitative, deductive, and positivist approach is used. The sample of 153 Lebanese university students with different majors was selected purposively and conveniently based on the students' free will participation. A survey of four sections was used. It includes knowledge questions addressing different sets of attitudinal statements characterizing the students’ and their parents’ status, home habits, background, and practices of the English language; the attitude of students toward the English language along the three dimensions of Towers-Perrin’s ISR model; the family’s attachment to books, and demographics of the participants and their parents. Questions and statements were dyadic, multiple choice, and four- and five-level Likert scales. Collected data were analyzed using the IBM SPSS version 26.0 package. Data analysis used descriptive, factor, and linear regression analyses. This paper, part 2 of 2, provides the detailed quantitative analysis necessary to test the hypothesized research questions, review the proposed conceptual framework, and create a statistically revised framework. Results show the persistence and statistically supported Towers Perrin’s ISR model as a significant contributor to students’ motivation to learn a foreign language and improve performance. Most variables in the framework were statistically insignificant whereby the corresponding null hypotheses H01, H02, H03, H04, and H09, were accepted (i.e., unrelated variables) and null hypotheses H05, H06, H07, and H08 were rejected (i.e., related variables). Other determinants were explored and the resultant regression model affirmed this paper’s objective, i.e., bilingual students were motivated to learn a foreign language. Also, the students were encouraged by their bilingual parents who read to them at a young age. Findings contribute to theoretical and practical domains. Theoretically, the study offers insights into the relationship between early language exposure and subsequent language acquisition. The outcomes inform EFL teaching methods, curriculum design, and language policy initiatives in multilingual societies like Lebanon and others.
{"title":"Exploring the Impact of Bilingualism in Early Life on Foreign Language Learning for University Students in Lebanon - Analytics: Part II","authors":"Ghada M. Chehimi, Hussin J. Hejase, Ale J. Hejase","doi":"10.5296/jsel.v12i1.21685","DOIUrl":"https://doi.org/10.5296/jsel.v12i1.21685","url":null,"abstract":"This study, part of two, analyzes how growing up in a bilingual or multilingual environment impacts foreign language learning abilities, focusing on Lebanese university students. A quantitative, deductive, and positivist approach is used. The sample of 153 Lebanese university students with different majors was selected purposively and conveniently based on the students' free will participation. A survey of four sections was used. It includes knowledge questions addressing different sets of attitudinal statements characterizing the students’ and their parents’ status, home habits, background, and practices of the English language; the attitude of students toward the English language along the three dimensions of Towers-Perrin’s ISR model; the family’s attachment to books, and demographics of the participants and their parents. Questions and statements were dyadic, multiple choice, and four- and five-level Likert scales. Collected data were analyzed using the IBM SPSS version 26.0 package. Data analysis used descriptive, factor, and linear regression analyses. This paper, part 2 of 2, provides the detailed quantitative analysis necessary to test the hypothesized research questions, review the proposed conceptual framework, and create a statistically revised framework. Results show the persistence and statistically supported Towers Perrin’s ISR model as a significant contributor to students’ motivation to learn a foreign language and improve performance. Most variables in the framework were statistically insignificant whereby the corresponding null hypotheses H01, H02, H03, H04, and H09, were accepted (i.e., unrelated variables) and null hypotheses H05, H06, H07, and H08 were rejected (i.e., related variables). Other determinants were explored and the resultant regression model affirmed this paper’s objective, i.e., bilingual students were motivated to learn a foreign language. Also, the students were encouraged by their bilingual parents who read to them at a young age. Findings contribute to theoretical and practical domains. Theoretically, the study offers insights into the relationship between early language exposure and subsequent language acquisition. The outcomes inform EFL teaching methods, curriculum design, and language policy initiatives in multilingual societies like Lebanon and others.","PeriodicalId":496373,"journal":{"name":"Journal for the study of English linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139860647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-06DOI: 10.5296/jsel.v12i1.21684
Ghada M. Chehimi, Hussin J. Hejase
Bilingualism and multilingualism have long fascinated linguists, educators, and researchers due to their potential effects on cognitive, linguistic, and educational development. This study, part of two, explores how growing up in a bilingual or multilingual environment impacts foreign language learning abilities, focusing on university students in Beirut, Lebanon. The investigation sheds light on whether being born into such language-rich contexts confers advantages in acquiring additional languages, specifically English as a Foreign Language (EFL). This research follows a quantitative, deductive, and positivist approach. A sample of 153 Lebanese university students pursuing different majors was selected conveniently based on the participant's willingness to participate. The research tool is a questionnaire constituting four sections that include knowledge questions addressing different sets of attitudinal statements characterizing the students’ and their parents’ status, home habits, background, and practices of the English language; the attitude of students toward the English language along the three dimensions of Towers-Perrin-ISR model; the family’s attachment to books, and demographics of the participants and their parents. Questions and statements were dyadic, multiple choice, four-level, and five-level Likert scales. Collected data were analyzed using the IBM SPSS version 26.0 package. Data analysis used descriptive, factor, and linear regression analyses. However, this paper, part 1 of 2, provides the theoretical background necessary to carry out the quantitative part. In this paper, the introduction and the literature review include an in-depth exposition of bilingualism in Lebanon, the status of English language teaching, the Towers Perrin-ISR model, and related empirical review of schooling, parents’ and teachers’ roles, and bilingualism in tertiary education. Findings contribute to both theoretical and practical domains. Theoretically, the study offers insights into the relationship between early language exposure and subsequent language acquisition. The outcomes inform EFL teaching methods, curriculum design, and language policy initiatives in multilingual societies like Lebanon.
{"title":"Exploring the Impact of Bilingualism in Early Life on Foreign Language Learning for University Students in Lebanon Theoretical Foundations: Part I","authors":"Ghada M. Chehimi, Hussin J. Hejase","doi":"10.5296/jsel.v12i1.21684","DOIUrl":"https://doi.org/10.5296/jsel.v12i1.21684","url":null,"abstract":"Bilingualism and multilingualism have long fascinated linguists, educators, and researchers due to their potential effects on cognitive, linguistic, and educational development. This study, part of two, explores how growing up in a bilingual or multilingual environment impacts foreign language learning abilities, focusing on university students in Beirut, Lebanon. The investigation sheds light on whether being born into such language-rich contexts confers advantages in acquiring additional languages, specifically English as a Foreign Language (EFL). This research follows a quantitative, deductive, and positivist approach. A sample of 153 Lebanese university students pursuing different majors was selected conveniently based on the participant's willingness to participate. The research tool is a questionnaire constituting four sections that include knowledge questions addressing different sets of attitudinal statements characterizing the students’ and their parents’ status, home habits, background, and practices of the English language; the attitude of students toward the English language along the three dimensions of Towers-Perrin-ISR model; the family’s attachment to books, and demographics of the participants and their parents. Questions and statements were dyadic, multiple choice, four-level, and five-level Likert scales. Collected data were analyzed using the IBM SPSS version 26.0 package. Data analysis used descriptive, factor, and linear regression analyses. However, this paper, part 1 of 2, provides the theoretical background necessary to carry out the quantitative part. In this paper, the introduction and the literature review include an in-depth exposition of bilingualism in Lebanon, the status of English language teaching, the Towers Perrin-ISR model, and related empirical review of schooling, parents’ and teachers’ roles, and bilingualism in tertiary education. Findings contribute to both theoretical and practical domains. Theoretically, the study offers insights into the relationship between early language exposure and subsequent language acquisition. The outcomes inform EFL teaching methods, curriculum design, and language policy initiatives in multilingual societies like Lebanon.","PeriodicalId":496373,"journal":{"name":"Journal for the study of English linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139860867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-06DOI: 10.5296/jsel.v12i1.21684
Ghada M. Chehimi, Hussin J. Hejase
Bilingualism and multilingualism have long fascinated linguists, educators, and researchers due to their potential effects on cognitive, linguistic, and educational development. This study, part of two, explores how growing up in a bilingual or multilingual environment impacts foreign language learning abilities, focusing on university students in Beirut, Lebanon. The investigation sheds light on whether being born into such language-rich contexts confers advantages in acquiring additional languages, specifically English as a Foreign Language (EFL). This research follows a quantitative, deductive, and positivist approach. A sample of 153 Lebanese university students pursuing different majors was selected conveniently based on the participant's willingness to participate. The research tool is a questionnaire constituting four sections that include knowledge questions addressing different sets of attitudinal statements characterizing the students’ and their parents’ status, home habits, background, and practices of the English language; the attitude of students toward the English language along the three dimensions of Towers-Perrin-ISR model; the family’s attachment to books, and demographics of the participants and their parents. Questions and statements were dyadic, multiple choice, four-level, and five-level Likert scales. Collected data were analyzed using the IBM SPSS version 26.0 package. Data analysis used descriptive, factor, and linear regression analyses. However, this paper, part 1 of 2, provides the theoretical background necessary to carry out the quantitative part. In this paper, the introduction and the literature review include an in-depth exposition of bilingualism in Lebanon, the status of English language teaching, the Towers Perrin-ISR model, and related empirical review of schooling, parents’ and teachers’ roles, and bilingualism in tertiary education. Findings contribute to both theoretical and practical domains. Theoretically, the study offers insights into the relationship between early language exposure and subsequent language acquisition. The outcomes inform EFL teaching methods, curriculum design, and language policy initiatives in multilingual societies like Lebanon.
{"title":"Exploring the Impact of Bilingualism in Early Life on Foreign Language Learning for University Students in Lebanon Theoretical Foundations: Part I","authors":"Ghada M. Chehimi, Hussin J. Hejase","doi":"10.5296/jsel.v12i1.21684","DOIUrl":"https://doi.org/10.5296/jsel.v12i1.21684","url":null,"abstract":"Bilingualism and multilingualism have long fascinated linguists, educators, and researchers due to their potential effects on cognitive, linguistic, and educational development. This study, part of two, explores how growing up in a bilingual or multilingual environment impacts foreign language learning abilities, focusing on university students in Beirut, Lebanon. The investigation sheds light on whether being born into such language-rich contexts confers advantages in acquiring additional languages, specifically English as a Foreign Language (EFL). This research follows a quantitative, deductive, and positivist approach. A sample of 153 Lebanese university students pursuing different majors was selected conveniently based on the participant's willingness to participate. The research tool is a questionnaire constituting four sections that include knowledge questions addressing different sets of attitudinal statements characterizing the students’ and their parents’ status, home habits, background, and practices of the English language; the attitude of students toward the English language along the three dimensions of Towers-Perrin-ISR model; the family’s attachment to books, and demographics of the participants and their parents. Questions and statements were dyadic, multiple choice, four-level, and five-level Likert scales. Collected data were analyzed using the IBM SPSS version 26.0 package. Data analysis used descriptive, factor, and linear regression analyses. However, this paper, part 1 of 2, provides the theoretical background necessary to carry out the quantitative part. In this paper, the introduction and the literature review include an in-depth exposition of bilingualism in Lebanon, the status of English language teaching, the Towers Perrin-ISR model, and related empirical review of schooling, parents’ and teachers’ roles, and bilingualism in tertiary education. Findings contribute to both theoretical and practical domains. Theoretically, the study offers insights into the relationship between early language exposure and subsequent language acquisition. The outcomes inform EFL teaching methods, curriculum design, and language policy initiatives in multilingual societies like Lebanon.","PeriodicalId":496373,"journal":{"name":"Journal for the study of English linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139801397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-06DOI: 10.5296/jsel.v11i1.21511
Yong Jiang
The short story A Pair of Silk Stockings depicted the protagonist Mrs. Somers’ process of finding her ideal self through a fifteen dollar consumption, reflecting the difficult situation of American women wandering between housewives and their ideal self in the 19th century. Mrs. Sommers’ self-exploration and alienation in the process of consumption, and her identity construction is quite in accordance with the three stages of one’s establishment in Jacques Lacan’s Theory of Mirror Stages.
{"title":"On Mrs. Sommers’ Self-construction from the Perspective of Theory of Mirror Stages","authors":"Yong Jiang","doi":"10.5296/jsel.v11i1.21511","DOIUrl":"https://doi.org/10.5296/jsel.v11i1.21511","url":null,"abstract":"The short story A Pair of Silk Stockings depicted the protagonist Mrs. Somers’ process of finding her ideal self through a fifteen dollar consumption, reflecting the difficult situation of American women wandering between housewives and their ideal self in the 19th century. Mrs. Sommers’ self-exploration and alienation in the process of consumption, and her identity construction is quite in accordance with the three stages of one’s establishment in Jacques Lacan’s Theory of Mirror Stages.","PeriodicalId":496373,"journal":{"name":"Journal for the study of English linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138595731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：