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The L2 motivational self system forms links with conceptualizations of L2 motivation by Noels (2003) [15] and Ushioda (2001). [16] This motivational self system has three components: the ideal L2 self, ought-to L2 self, and L2 learning experience. [17] The ideal L2 self is a person's imagined ideal future self as a second language speaker. [4]
Motivating language theory (ML) is an academic theory within the broader field of communication. The theory was originally proposed by J. Sullivan in 1988 as a framework for studying effective communication from leaders to followers. [ 1 ]
Dörnyei suggests five ways a teacher can build initial motivation in second language learning: (1) promoting language-related values and the benefits of knowing a second language; (2) increasing the expectancy of success; (3) encouraging goal setting; (4) ensuring teaching materials are relevant to learners; and (5) establishing realistic ...
Structural items are grammatical points about the language. CL teachers frequently introduce these as examples or model sentences, and they are often called “patterns”. Phonological items are features of the sound system of the language, including intonation, word stress, rhythm and register. A common way to teach phonology is simply to ...
Language learning strategies is a term referring to the actions that are consciously deployed by language learners to help them learn or use a language more effectively. [1] [2] They have also been defined as "thoughts and actions, consciously chosen and operationalized by language learners, to assist them in carrying out a multiplicity of tasks from the very outset of learning to the most ...
Motivation is an internal state that propels individuals to engage in goal-directed behavior.It is often understood as a force that explains why people or animals initiate, continue, or terminate a certain behavior at a particular time.
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If language models and teachers provide enough comprehensible input, then the structures that acquirers are ready to learn will be present in that input. According to Krashen, this is a better method of developing grammatical accuracy than direct grammar teaching. [3] The teaching order is not based on the natural order.