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