Reading attitudes in L1 and L2 among rural and urban learners in a Pakistani context

2.50
Hdl Handle:
http://hdl.handle.net/10547/576434
Title:
Reading attitudes in L1 and L2 among rural and urban learners in a Pakistani context
Authors:
Memon, Shumaila
Abstract:
This study investigated the relationship between reading attitudes in L1 and in L2 of learners in Pakistan. It also investigated the differences between reading attitudes of learners from different home backgrounds, rural and urban. The participants of the study had Sindhi as their L1 and English as their L2. They came from rural (n=186) and urban (n=202) parts of Sindh. The study employed a mixed methods approach. It collected data through a questionnaire, and semi-structured interviews. The questionnaire collected information on four reading attitude variables: self perception as a reader, utilitarian value for reading, personal involvement for reading and lack of reading anxiety both in Sindhi and in English. The fifth variable was learner’s rural/urban home background. My study partially confirms findings from previous studies indicating that reading attitudes in L1 and in L2 are related. Rural learners displayed a stronger relationship between reading attitudes in L1 and in L2, whereas urban learners displayed a weaker relationship. This finding was further confirmed when, through a multiple regression analysis, the contribution of each reading attitude was checked in terms of the coefficient values. A learner’s ‘rural/urban home background’ emerged as the strongest indicator of a learner’s reading attitudes than his/her reading attitudes in Sindhi. Thus, urban home background seems to add positively to reading attitudes in English. The findings show the importance of one’s educational background, home and society on the whole in the process of developing a learner’s attitudes towards reading in English. Furthermore, this study also demonstrated marked differences in the reading attitudes of both the groups in terms of their reading attitudes in L1 and in L2. The rural learners had better reading attitudes in L1 than their counterparts, whereas the urban learners had better reading attitudes in English than the rural learners. Such a finding again supports the role of society and social background in shaping learners’ reading attitudes in L1 or in L2.
Citation:
Memon, S. (2014) 'Reading attitudes in L1 and L2 among rural and urban learners in a Pakistani context'. PhD thesis. University of Bedfordshire.
Publisher:
University of Bedfordshire
Issue Date:
Jun-2014
URI:
http://hdl.handle.net/10547/576434
Type:
Thesis or dissertation
Language:
en
Description:
A thesis submitted to the University of Bedfordshire, in partial fulfilment of the requirements for the degree of Doctor of Philosophy
Appears in Collections:
PhD e-theses

Full metadata record

DC FieldValue Language
dc.contributor.authorMemon, Shumailaen
dc.date.accessioned2015-09-03T09:36:13Zen
dc.date.available2015-09-03T09:36:13Zen
dc.date.issued2014-06en
dc.identifier.citationMemon, S. (2014) 'Reading attitudes in L1 and L2 among rural and urban learners in a Pakistani context'. PhD thesis. University of Bedfordshire.en
dc.identifier.urihttp://hdl.handle.net/10547/576434en
dc.descriptionA thesis submitted to the University of Bedfordshire, in partial fulfilment of the requirements for the degree of Doctor of Philosophyen
dc.description.abstractThis study investigated the relationship between reading attitudes in L1 and in L2 of learners in Pakistan. It also investigated the differences between reading attitudes of learners from different home backgrounds, rural and urban. The participants of the study had Sindhi as their L1 and English as their L2. They came from rural (n=186) and urban (n=202) parts of Sindh. The study employed a mixed methods approach. It collected data through a questionnaire, and semi-structured interviews. The questionnaire collected information on four reading attitude variables: self perception as a reader, utilitarian value for reading, personal involvement for reading and lack of reading anxiety both in Sindhi and in English. The fifth variable was learner’s rural/urban home background. My study partially confirms findings from previous studies indicating that reading attitudes in L1 and in L2 are related. Rural learners displayed a stronger relationship between reading attitudes in L1 and in L2, whereas urban learners displayed a weaker relationship. This finding was further confirmed when, through a multiple regression analysis, the contribution of each reading attitude was checked in terms of the coefficient values. A learner’s ‘rural/urban home background’ emerged as the strongest indicator of a learner’s reading attitudes than his/her reading attitudes in Sindhi. Thus, urban home background seems to add positively to reading attitudes in English. The findings show the importance of one’s educational background, home and society on the whole in the process of developing a learner’s attitudes towards reading in English. Furthermore, this study also demonstrated marked differences in the reading attitudes of both the groups in terms of their reading attitudes in L1 and in L2. The rural learners had better reading attitudes in L1 than their counterparts, whereas the urban learners had better reading attitudes in English than the rural learners. Such a finding again supports the role of society and social background in shaping learners’ reading attitudes in L1 or in L2.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.subjectreading attitudesen
dc.subjectPakistanen
dc.subjectrural learnersen
dc.subjecturban learnersen
dc.subjectreadingen
dc.subjectQ110 Applied Linguisticsen
dc.subjectEnglishen
dc.subjectEnglish as a Second Languageen
dc.subjectSindhien
dc.subjectfirst languageen
dc.subjectsecond languageen
dc.titleReading attitudes in L1 and L2 among rural and urban learners in a Pakistani contexten
dc.typeThesis or dissertationen
dc.type.qualificationnamePhDen_GB
dc.type.qualificationlevelPhDen
dc.publisher.institutionUniversity of Bedfordshireen
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