Peer reviewedERIC Number: EJ521681
Record Type: Journal
Publication Date: 1995
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0790-8318
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Available Date: N/A
Multicultural and Problematic Social Contexts and Their Contribution to L2 Learning.
Abu-Rabia, Salim
Language, Culture and Curriculum, v8 n2 p183-99 1995
Studies the relationship of attitudes and cultural background to reading comprehension in a second language (L2) of students in three different social contexts: Israeli-Arab students learning Hebrew as their L2, Israeli-Jewish students learning English as their L2, and Canadian-Arab students learning English as their L2. Results showed that the students were instrumentally rather than integratively motivated. (92 references) (Author/CK)
Descriptors: Cloze Procedure, Cultural Context, English, Foreign Countries, Grade 8, Hebrew, Language Attitudes, Minority Groups, Models, Official Languages, Questionnaires, Reading Comprehension, Second Language Learning, Secondary School Students, Student Attitudes, Student Motivation, Teaching Methods, Uncommonly Taught Languages
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
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Authoring Institution: N/A
Identifiers - Location: Canada; Israel
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Author Affiliations: N/A
