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• W298746439 abstract "A study examined factors in the hierarchical formation of self-concept in English as a second language among bilingual college students. Subjects were 306 students in a Hong Kong institution of higher education, who were administered an academic self-description questionnaire. Confirmatory factor analysis of the data found distinct self-concepts linked to each of the four language skills (listening, speaking, reading, writing). It also found that a single global English self-concept can represent those self-concepts, suggesting that self-concept in a subject area is both hierarchical and multidimensional. Self-concepts of the receptive skills (listening, reading) were found to contribute more strongly to formation of the global English self-concept than were the productive language skills (speaking, writing) . Implications for instruction and areas for further investigation are discussed. Contains 55 references. (MSE) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Do Second Language Learners Always Have to Stay on the Receiving End in a CrossCultural Exchange? Ivy Cheuk-yin Lau University of New South Wales, Australia (email: ivylau@cuhk.edu.hk) Alexander Seeshing Yeung University of Western Sydney at Macarthur, Australia (email: a.yeung@uws.edu.au) Putai Jin University of New South Wales, Australia (email: p.jin@unsw.edu.au) Paper presented at the Third International Conference of Faculty of Language of University of Malaysia, 20-22 October 1998. Conference Theme: The Role of Langugage in a Borderless World: Harkening to the Voices of Asia" @default.
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• W298746439 date "1998-10-01" @default.
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• W298746439 title "Do Second Language Learners Always Have To Stay on the Receiving End in a Cross-Cultural Exchange?." @default.
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