Reading anxiety's effects on incidental vocabulary acquisition: Are culturally relevant texts exempt?

This study explored the relationships among reading anxiety, incidental vocabulary acquisition and culturally relevant texts. Thirty adult ESL students, 16 of Mexican origin and 14 of Chinese origin, completed modified forms of the Foreign Language Reading Anxiety Survey, vocabulary tests assessed on the Vocabulary Knowledge Scale, and an interview that solicited their opinions regarding reading anxiety remedies and the importance of cultural relevance in reaDing Results revealed a significant negative correlation between reading anxiety and performance on vocabulary tests, but not achievement, i.e. vocabulary gain. Out of six variables considered, reading anxiety was the primary predictor of performance, and cultural relevance was the only predictor of achievement. Discussion includes suggestions for practical application of results for participants of both Mexican and Chinese origin, as well as recommendations for future research that must address the specific needs of these two ethnic groups.

Name thesis:degree_name

Master of Science (MS)

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Curriculum and Instruction

Grantor dc:publisher

University of Nevada, Las Vegas

Year

2002

Author dc:creator

• Sas, Midena Maria

Contributors dc:contributor

• Steven G. McCafferty

Statement dc:rights

• IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

Language dc:language

English

Identifier

https://oasis.library.unlv.edu/rtds/1392

OAI identifier oai:identifier

oai:oasis.library.unlv.edu:rtds-2391