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Social psychological perspectives on L2 learning motivation emphasize the role of the individuals’ social context and social interactions. The social psychological period in L2 motivation research flourished in the bilingual context of Canada from 1959 through 1990 (Dörnyei, 2005; Ushioda, 2012).
The L2 Motivational Self System is composed of three parts: 1. The Ideal L2 Self - This is the learner's image of their future L2 speaking self, the second language speaker they aspire to become. [13] This image motivates the L2 learner as they work towards reducing the difference between their actual self and their ideal self. [13] 2.
Thus motivation is not fixed, but is strongly affected by feedback from the environment. Accordingly, the study of motivation in SLA has also examined many of the external factors discussed above, such as the effect of instructional techniques on motivation. An accessible summary of this research can be found in Dörnyei (2001). [13]
Cognitive research is concerned with the mental processes involved in language acquisition, and how they can explain the nature of learners' language knowledge. This area of research is based in the more general area of cognitive science and uses many concepts and models used in more general cognitive theories of learning. As such, cognitive ...
Research here is closely linked to research on pedagogical effects [broken anchor], and comparably diverse. Krashen also posits a distinction between “acquisition” and “learning.” [ 4 ] According to Krashen, L2 acquisition is a subconscious process of incidentally “picking up” a language, as children do when becoming proficient in ...
As described by MacIntyre et al. 1998, the model has six layers and “is based on a host of learner variables that have been well established as influences on L2 learning and communication” (p. 558): communication behaviour (I) behavioural intention (II) situated antecedents (III) motivational propensities (IV) affective-cognitive context (V)
There is considerable promising research in the classroom on the impact of corrective feedback on L2 learners' use and acquisition of target language forms. The effectiveness of corrective feedback has been shown to vary depending on the technique used to make the correction, and the overall focus of the classroom, whether on formal accuracy or ...
Merrill Swain is a Canadian applied linguist whose research has focused on second language acquisition (SLA). [1] Some of her most notable contributions to SLA research include the Output Hypothesis and her research related to immersion education. [2]