ER The relationship of pleasure reading and second language writing proficiency Janopoulos.pdf

8/10/2019 ER The relationship of pleasure reading and second language writing proficiency Janopoulos.pdf

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Teachers of English to Speakers of Other Languages, Inc. TESOL)

The Relationship of Pleasure Reading and Second Language Writing ProficiencyAuthor(s): Michael JanopoulosSource: TESOL Quarterly, Vol. 20, No. 4 (Dec., 1986), pp. 763-768Published by: Teachers of English to Speakers of Other Languages, Inc. (TESOL)Stable URL: http://www.jstor.org/stable/3586526.

Accessed: 14/01/2015 17:21

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2/7


3/7

since

the main

emphasis

f

their

tudy

was

upon

general

anguage

proficiency

ather

han

writing

roficiency

er

e,

they

make

ittlemore

than

assing

eference

oL2

writing

roficiency.

The

purpose

f

the

tudy eported

ere

was to

determine

f

positive

correlation

xists

etween

1

and/or

2

pleasure

eading

nd

L2

writing

proficiencyn dultubjects.

THE

STUDY

Subjects

The

79

subjects,

ll

foreignraduate

tudents

dmitted

o

Ohio

State

UniversityOSU)

for

heFall

1985

erm,

ncluded

peakers

f

Chinese

(27);

Korean

15);

Indian-that

s, Hindi,

Maradhi,

elugu,

nd

Tamil

(9); otherAsiananguages7); Spanish6); other uropeananguages

(9);

and Middle astern

anguages-that

s,Arabic,

ebrew,

arsi,

nd

Turkish

6).

All

ncomingoreign

tudentst OSU

are

obliged

o

produce

1-hour

writing

ample

or

nalysis y

theESL

Department.

his s

generally

done t the

eginning

f

the

rientation

ession,

ut

makeup

essionsre

provided

or

atecomers.

f

the

372

foreign

raduate

tudents

ho

enrolled

hat

quarter,

he

79

who

participated

n

makeup

essions

comprised

he

ubjects

sed nthis

tudy.

Procedures

After

ubjects

n

each

makeup

essionhad

provided

written

response

o

one of three

pen-ended

ompositionopics,

hey

were

given questionnaire

sking

hem o estimate

he

mount f

time

hey

spent

ach

week

reading

or

pleasure

n

their ative

anguage

nd

in

English.

leasure

eading

as defined

s

reading

one

olely

or

ne's

enjoyment

nd did

not nclude

eading

one

n

conjunction

ith

chool

or work.

No

restrictions

ere

mposed

s to

type

f

material

ead,

e

it

fictionrnonfiction,nmagazine, ewspaper,r book form. leasure

reading

as

operationalized

n

this

way

o

as to

be consistent

ith

he

guidelines

aiddown

or

SR

by

McCracken

1971).

The

questionnaire,

eveloped by

the

researcher,

lso solicited

information

oncerning ubject age,

sex,

native

anguage,

nd

years

spent

tudying

nglish,

ut

nly

ata

on

pleasure eading

ere sed

for

this

tudy.

Writing

amples

were

evaluated

holistically

n

a

4-point

cale

by

a

pair

of

trained aters.

ompositions

pon

which

greement

ould notbe

reachedwere submittedo a third ater orevaluation.f a consensus

could

not

be

reached,

he

inal

ecision

egarding

lacement

n

the SL

composition

equence

was made

by

the

Program

irector.

Writing

samples

nd

questionnaires

ere both coded

by

student

dentification

numbers.

After he

writing

amples

had been

evaluated,

hey

were

matched

with

the

appropriate

questionnaires.

764

TESOL

QUARTERLY

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4/7

Design

ndStatistical

nalysis

A 3

x 3 x

2

correlation

atrixwas utilized

o accommodate three-

variable,

hierarchical

rrangement.

oth Variable A

(amount

of

L1

pleasure

reading)

and Variable

B

(amount

of L2

pleasure reading)

consistedof three evels,high,moderate, nd low, in whichhigh

equaled

more than 5

hours,

moderate

qualed

1-5

hours,

nd low

equaled

less

than

1

hour

per

week.

Variable

C,

English writing

proficiency,

as

comprised

f two evels:

yes

(placed

directly

ntothe

regular

niversity

urriculum)

nd

no

(placed

nto he

ESL

composition

course

equence).

Since the data obtained

were

qualitative

n

nature,

they

were

subjected

to

loglinear contingency

able

analysis. Loglinear

is a

relatively

ew

system

f

analysis

hat

permits

imultaneous

onsidera-

tion of

two or

more

categorical

ariables

Kennedy,

983).

With

this

technique,t is nowpossible o sort utsuch nteractionsnqualitative

data,

in much

the

same

way

that

main

effects

nd interactionsf

quantitative

ata

can be determined

y

means

of three-factor

nalysis

of

variance.

Loglinear nalyses

were

performed

sing ubprogram

F

contained

ithin

he

BMDP statistical

ackage.

RESULTS

The research

uestion

sked

f

a correlation

xists

etween

1

and/or

L2

pleasure reading

and L2

writing roficiency.

able 1

presents

descriptive

tatistics

n

the form

of

a

contingency

able

containing

observed

requencies.

TABLE

Descriptive

tatistics

Amountf

pleasure

eading

L1

L2

writing

proficiency

L2

High

Moderate

Low

Total

High

4

2 4 10

Yes

Moderate

1

5 2

8

Low

1

1 0

2

Total 6 8

6 20

High

4 3 0

7

No

Moderate

16

18 4

38

Low

8

5 1

14

Total

28 26

5

59

TOTAL

79

BRIEF

REPORTS AND

SUMMARIES

765

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5/7

Examination f

bothresidual

nd

component

hi-square

alues

points

to the

AB, AC,

BC

model as

being

the most

acceptable

n

that

t

provides

he best fit

between

the

observed

nd

expected

values

(see

Table

2).

Acceptance

f

this

model

ndicates

he

presence

f

a

positive

correlation

etweenVariables

B

and

C.

Moreover,

ven after he ffects

of VariableAaretaken nto ccount, ariables andC areassociated.

TABLE

Summary

f

ymmetricalnalysis

f

L2

Writing

roficiencyy

Amount

fPleasure

eading

n

L1

and

L2

Residual

Component

Source Model

X2

df p

X2

df

p

Total/null

AB,

C 16.95 8 .03

L1

reading

AB,

AC

11.65 6 .07

5.30 2

.07

L2

reading

AB,

AC,

BC

1.96 4 .74

9.69

2 .008*

L1

reading

L2

reading

ABC 0

1.96

4

.74

Note:

A

=

amount

f

L1 pleasure eading;

B

=

amount

f L2

pleasure eading;

=

English

riting

roficiency.

*

p

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ER The relationship of pleasure reading and second language writing proficiency Janopoulos.pdf