Less-Commonly Taught Languages
in Selected Elementary and Secondary Schools in California


[Table 11]
Factor Analysis of the "Reasons for Studying LCTLs" Scale
by Students Enrolled in Fourth through Twelfth Grade



"I chose to study Japanese (Chinese, Korean, or Russian) because ..."


ITEM
Factor Loading
Factor1Factor2Factor3
It is my heritage language..851.000-.033
I want to converse with my relatives..800.075.093
I want to converse with my friends..540.182.250
My parents encouraged me to study the language..504.100.113
My parents forced me to study the language..427.112-.089
I heard that the language classes at my school were good..111.934.156
I heard that the language teachers at my school were good..096.779.160
I have friends who decided to study the language..187410.106
I want to study in a foreign country as a "study abroad" student..151.065.649
I want to travel to countries where the language is spoken..306.003.636
I thought that studying the language would be interesting.-.154.158.601
I want to use the language for practical situation such as ordering at the restaurant..365.157.425
I thought it would be more interesting than studying French, German, or Spanish.-.085.202.424
Eigen Value3.2051.6401.088
Predicted Variance
45.637 %




Return to Chapter 5: Student and Parent Questionnaire Survey Results (Part A)



Cover Page and Directory
Table of Contents
Acknowledgement
Executive Summary
Chapter 1: Introduction
Chapter 2: Description of Evaluation Activities
Chapter 3: Portfolios as Assessment Devices
Chapter 4: Oral Proficiency Assessment Results
Chapter 5: Student and Parent Questionnaire Survey Results (Part A)
Chapter 5: Student and Parent Questionnaire Survey Results (Part B)
Chapter 6: Teacher and Administrator Perceptions of the Program
References
Appendices

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