44 9. Appendix 2 Correlations between language variables in the studies and some of the background variables.

(1)

Correlations between language variables in the studies and some of the background variables.

 

Correlations

Langua ge proficie ncy L3

Total amount

of langua

ges

Length of schooli

ng

Length of schooli

ng in English

Motivati on level

Word length 1

Word length 2

Word length 3

Text length

1

Text length

2

Text length

3

Vocabu lary ratio 1

Vocabu lary ratio 2

Vocabu lary ratio 3

Meta- inguistic awarenes

s Spelling Corre

lation Coeffi cient

1,000 -,917^* ,105 -,583 -,667 ,949^* -,162 -,649 ,354 ,474 ,000 -,158 ,000 ,316 ,632 -,632

Sig.

(2- tailed )

. ,029 ,895 ,302 ,219 ,014 ,794 ,236 ,559 ,420 1,000 ,800 1,000 ,604 ,252 ,368

Langua ge proficie ncy L3

N 5 5 4 5 5 5 5 5 5 5 5 5 5 5 5 4

Corre lation Coeffi cient

-,917^* 1,000 ,000 ,556 ,472 -,949^* -,108 ,649 -,177 -,211 -,369 ,000 -,369 ,000 -,632 ,316

Sig. ,029 . 1,000 ,331 ,422 ,014 ,863 ,236 ,776 ,734 ,541 1,000 ,541 1,000 ,252 ,684

Spearm an's rho

Total amount of languag es

(2)

 

Correl ation Coeffic ient

,105 ,000 1,000 ,447 -,316 -,200 -,738 -,949 ,738 ,800 ,000 - 1,000^**

-,600 ,600 ,200 ,500

Sig.

(2- tailed)

,895 1,000 . ,553 ,684 ,800 ,262 ,051 ,262 ,200 1,000 . ,400 ,400 ,800 ,667

Length of schooli ng

N 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3

-,583 ,556 ,447 1,000 ,806 -,738 ,108 ,433 -,412 ,000 ,264 -,211 ,053 -,211 ,211 ,211

Sig.

(2- tailed)

,302 ,331 ,553 . ,100 ,155 ,863 ,467 ,490 1,000 ,668 ,734 ,933 ,734 ,734 ,789

Length of schooli ng in Englis h

N 5 5 4 5 5 5 5 5 5 5 5 5 5 5 5 4

-,667 ,472 -,316 ,806 1,000 -,632 ,649 ,703 -,825 -,580 ,527 ,369 ,527 -,738 ,105 ,211

Sig. ,219 ,422 ,684 ,100 . ,252 ,236 ,185 ,086 ,306 ,361 ,541 ,361 ,155 ,866 ,789

Motivat ion level

(3)

,949 -,949 -,200 -,738 -,632 1,000 ,051 -,564 ,224 ,200 ,100 ,100 ,200 ,100 ,500 -,400

Sig.

(2- tailed)

,014 ,014 ,800 ,155 ,252 . ,935 ,322 ,718 ,747 ,873 ,873 ,747 ,873 ,391 ,600

Word length 1

N 5 5 4 5 5 5 5 5 5 5 5 5 5 5 5 4

-,162 -,108 -,738 ,108 ,649 ,051 1,000 ,579 -,918^* -,872 ,616 ,872 ,872 -,975^** ,205 -,105

Sig.

(2- tailed)

,794 ,863 ,262 ,863 ,236 ,935 . ,306 ,028 ,054 ,269 ,054 ,054 ,005 ,741 ,895

Word length 2

N 5 5 4 5 5 5 5 5 5 5 5 5 5 5 5 4

-,649 ,649 -,949 ,433 ,703 -,564 ,579 1,000 -,803 -,667 -,103 ,667 ,154 -,564 -,205 -,316

Sig.

(2- tailed)

,236 ,236 ,051 ,467 ,185 ,322 ,306 . ,102 ,219 ,870 ,219 ,805 ,322 ,741 ,684

Word length 3

(4)

 

,354 -,177 ,738 -,412 -,825 ,224 -,918^* -,803 1,000 ,783 -,447 -,783 -,671 ,894^* -,224 ,258

Sig.

(2- tailed)

,559 ,776 ,262 ,490 ,086 ,718 ,028 ,102 . ,118 ,450 ,118 ,215 ,041 ,718 ,742

Text length 1

N 5 5 4 5 5 5 5 5 5 5 5 5 5 5 5 4

,474 -,211 ,800 ,000 -,580 ,200 -,872 -,667 ,783 1,000 -,400 -,900^* -,700 ,900^* ,300 -,200

Sig.

(2- tailed)

,420 ,734 ,200 1,000 ,306 ,747 ,054 ,219 ,118 . ,505 ,037 ,188 ,037 ,624 ,800

Text length 2

N 5 5 4 5 5 5 5 5 5 5 5 5 5 5 5 4

,000 -,369 ,000 ,264 ,527 ,100 ,616 -,103 -,447 -,400 1,000 ,200 ,900^* -,700 ,400 ,200

Sig. 1,000 ,541 1,000 ,668 ,361 ,873 ,269 ,870 ,450 ,505 . ,747 ,037 ,188 ,505 ,800

Text length 3

(5)

-,158 ,000 -

1,000^**

-,211 ,369 ,100 ,872 ,667 -,783 -,900 ,200 1,000 ,600 -,800 -,100 -,400

Sig.

(2- tailed)

,800 1,000 . ,734 ,541 ,873 ,054 ,219 ,118 ,037 ,747 . ,285 ,104 ,873 ,600

Vocab ulary ratio 1

N 5 5 4 5 5 5 5 5 5 5 5 5 5 5 5 4

,000 -,369 -,600 ,053 ,527 ,200 ,872 ,154 -,671 -,700 ,900^* ,600 1,000 -,900^* ,300 ,200

Sig.

(2- tailed)

1,000 ,541 ,400 ,933 ,361 ,747 ,054 ,805 ,215 ,188 ,037 ,285 . ,037 ,624 ,800

Vocab ulary ratio 2

N 5 5 4 5 5 5 5 5 5 5 5 5 5 5 5 4

,316 ,000 ,600 -,211 -,738 ,100 -,975^** -,564 ,894^* ,900^* -,700 -,800 -,900^* 1,000 -,100 -,200

Sig.

(2- tailed)

,604 1,000 ,400 ,734 ,155 ,873 ,005 ,322 ,041 ,037 ,188 ,104 ,037 . ,873 ,800

Vocab ulary ratio 3

(6)

 

,632 -,632 ,200 ,211 ,105 ,500 ,205 -,205 -,224 ,300 ,400 -,100 ,300 -,100 1,000 -,800

Sig.

(2- tailed)

,252 ,252 ,800 ,734 ,866 ,391 ,741 ,741 ,718 ,624 ,505 ,873 ,624 ,873 . ,200

Metalin guistic aware ness

N 5 5 4 5 5 5 5 5 5 5 5 5 5 5 5 4

-,632 ,316 ,500 ,211 ,211 -,400 -,105 -,316 ,258 -,200 ,200 -,400 ,200 -,200 -,800 1,000

Sig.

(2- tailed)

,368 ,684 ,667 ,789 ,789 ,600 ,895 ,684 ,742 ,800 ,800 ,600 ,800 ,800 ,200 . Spellin

g

N 4 4 3 4 4 4 4 4 4 4 4 4 4 4 4 4

*. Correlation is significant at the 0.05 level (2-tailed).

**. Correlation is significant at the 0.01 level (2-tailed).

 

Correlation coefficients higher than 0.60 can be seen as evidence of a correlation between two variables. The correlation can be positive 

or negative, i.e. positive when a high value in one variable often corresponds to a high value in the other – a low value in one variable 

(7)

these correlations is positive, the other two negative. However, metalinguistic awareness is a very complex and personal process and  this makes it difficult to measure with statistical reliability. 

44 9. Appendix 2 Correlations between language variables in the studies and some of the background variables.

Correlations between language variables in the studies and some of the background variables.

Correlation coefficients higher than 0.60 can be seen as evidence of a correlation between two variables. The correlation can be positive

or negative, i.e. positive when a high value in one variable often corresponds to a high value in the other – a low value in one variable

these correlations is positive, the other two negative. However, metalinguistic awareness is a very complex and personal process and this makes it difficult to measure with statistical reliability.

44 9. Appendix 2 Correlations between language variables in the studies and some of the background variables.

Correlation coefficients higher than 0.60 can be seen as evidence of a correlation between two variables. The correlation can be positive 

or negative, i.e. positive when a high value in one variable often corresponds to a high value in the other – a low value in one variable 

these correlations is positive, the other two negative. However, metalinguistic awareness is a very complex and personal process and  this makes it difficult to measure with statistical reliability. 