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Second language use at work and school: A study of errors, satisfaction, and stress appraisals


Second language use at work and school: A study of errors, satisfaction, and stress appraisals

Tang, Anton Zihan (2022) Second language use at work and school: A study of errors, satisfaction, and stress appraisals. Masters thesis, Concordia University.

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The main purpose of this study was to examine how miscommunications may be perceived as stressors by people who do not have the common business language at their workplace as their first language, and how this can affect job satisfaction. It also examined if these relations will be different when people perceive stressors related to speaking a second language as a challenge and/or a hindrance. I hypothesized that employees’ job satisfaction is negatively related to their second language use and communication error frequency. I further hypothesized that hindrance stress appraisals and challenge stress appraisals are moderators of these negative relations, where hindrance stress appraisals strengthen the relations and challenge stress appraisals weaken the relations. A secondary purpose of this study was to test these same hypotheses in the school domain. This study was done by gathering data from a sample of undergraduate students (N = 250), some of whom were employed (N = 219 for work domain analyses and N = 179 for school domain analyses). In the work domain, regression results showed that communication error frequency is negatively related to job satisfaction, consistent with the hypothesis, but with no moderating effect of stress appraisals, in contrast to the hypotheses. Results also showed that the relation between second language use and job satisfaction is negative and significant when second language use challenge appraisal is low and it becomes non-significant when second language use challenge appraisals increase, which was in line with the hypothesis. In the school domain, regressions demonstrated that school satisfaction has no significant relation with second language use, in contrast to the hypothesis. However, in line with the hypotheses, the relation between communication errors and school satisfaction is negative and significant when communication error challenge appraisal is low, and it becomes non-significant when communication challenge appraisal increases. These results suggest that it is important to find ways to make people feel that making communication errors are educational and promote their personal growth. Future research directions are discussed.

Divisions:Concordia University > John Molson School of Business > Management
Item Type:Thesis (Masters)
Authors:Tang, Anton Zihan
Institution:Concordia University
Degree Name:M. Sc.
Date:2 August 2022
Thesis Supervisor(s):Hecht, Tracy
Keywords:Stress appraisal, second language, communication error, challenge stress, hindrance stress, job satisfaction, school satisfaction
ID Code:990952
Deposited By: Anton Zihan Tang
Deposited On:27 Oct 2022 14:34
Last Modified:27 Oct 2022 14:34


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