Award Date
1-1-2002
Degree Type
Thesis
Degree Name
Master of Science (MS)
Department
Curriculum and Instruction
First Committee Member
Steven G. McCafferty
Number of Pages
70
Abstract
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.
Keywords
Acquisitions; Anxiety; Culturally; Effects; Exempt; Incidental; Reading; Relevant Texts; Vocabulary
Controlled Subject
Curriculum planning; Linguistics; Language arts; Adult education; Educational psychology
File Format
File Size
1587.2 KB
Degree Grantor
University of Nevada, Las Vegas
Language
English
Permissions
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Repository Citation
Sas, Midena Maria, "Reading anxiety's effects on incidental vocabulary acquisition: Are culturally relevant texts exempt?" (2002). UNLV Retrospective Theses & Dissertations. 1392.
http://dx.doi.org/10.25669/poxw-a6tw
Rights
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