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This ideal L2 self promotes motivation by inspiring the present self to strive to become the ideal self, which promotes integrative and internalized instrumental motivation in language learning. [17] The ought-to L2 self includes the attributions a person believes they should have in order to meet expectations or avoid negative outcomes, which ...
An engaging and enjoyable L2 classroom, where effective motivation techniques are utilized by teachers, is often the strongest predictor of motivated language learning behaviors. [ 15 ] [ 14 ] Teachers can help learners realize their Ideal L2 self by raising self-awareness and enhancing the vivacity of students' L2 images, dreams and desires ...
Gardner's model focuses on the emotional aspects of SLA, arguing that positive motivation contributes to an individual's willingness to learn L2; furthermore, the goal of an individual to learn an L2 is based on the idea that the individual has a desire to be part of a culture, in other words, part of a (the targeted language) mono-linguistic ...
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 ...
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]
Larsen-Freeman concentrates her research on the process of second language acquisition. She also researches English grammar , which she regards not only as a set of structural patterns, but also as an important resource for making meaning and for adapting language to the communicative context.
Earlier versions of the interaction hypothesis, particularly those of Krashen and Long, argue that comprehensible input is both necessary and sufficient for language development, [7] [16] but further research has provided evidence that comprehensible input is in fact not sufficient for second language acquisition by itself. [11]