Affective, cognitive and social factors affecting Japanese learners of English in Cape Town

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dc.contributor.advisorBock, Zannie
dc.contributor.authorNitta, Takayo
dc.contributor.otherDept. of Linguistics, Language and Communication
dc.contributor.otherFaculty of Arts
dc.date.accessioned2013-09-27T08:50:29Z
dc.date.accessioned2024-03-27T08:53:44Z
dc.date.available2008/05/14 09:26
dc.date.available2008/05/14
dc.date.available2013-09-27T08:50:29Z
dc.date.available2024-03-27T08:53:44Z
dc.date.issued2006
dc.descriptionMagister Artium - MAen_US
dc.description.abstractThis research used diary studies and interviews with five Japanese learners of English to investigate the different affective, cognitive and social factors that affected their learning of English in Cape Town between 2004 and 2005. The findings of this study corroborate arguments put forward by Gardner that factors such as learning goals, learning strategy, attitude, motivation, anxiety, self-confidence and cultural beliefs about communication affect the acquisition of a second language and correlate with one another.en_US
dc.description.countrySouth Africa
dc.identifier.urihttps://hdl.handle.net/10566/9897
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectSecond language learningen_US
dc.subjectStudy and teachingen_US
dc.subjectLanguage learningen_US
dc.subjectForeign speakersen_US
dc.subjectSecond language acquisitionen_US
dc.subjectSocial aspectsen_US
dc.titleAffective, cognitive and social factors affecting Japanese learners of English in Cape Townen_US
dc.typeThesisen_US

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