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Indigenous Language Revitalization: Success, Sustainability, and the Future of Human Culture
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In: Capstone Showcase (2022)
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What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
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Understanding the Learning Experiences of Highly Educated refugees from Iraq and Syria en route to Economic Integration in Luxembourg
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National Languages, Multilingual Education, and the Self-proclaimed "Militants" for Change in Senegal
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Energy Conservation Theory for Second Language Acquisition (Ect-l2a): A Partial Validation of Kinetic Energy– Aptitude and Motivation
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Abstract:
While language aptitude and motivation are considered to be important contributors to second language (L2) attainment, two major gaps in the past research have been (1) a lack of nonlinear models stemming from a naïve and tacit assumption that learning outcomes are linearly related to their predictors, and (2) a lack of unified and integrative understanding of key individual differences (ID) variables (Dewaele, 2009; Larsen-Freeman, 1997). Despite changes in conceptualization of language development as a dynamic system comprised of nonlinear and interconnected subsystems (e.g., CDST), an integrative understanding of ID variables in L2 acquisition remains lacking. The purpose of this dissertation study was to examine motivation and aptitude and their relationship to second language acquisition. Specifically, the study set out to validate a number of theoretical claims made by energy conservation theory for second language acquisition (ECT-L2A) and its attempt to unify key ID variables under one model (Han et al., 2017a). ECT-L2A predicts, inter alia, that aptitude and motivation are positively related to L2 achievement but their effects diminish with increase in proficiency. This is visually represented as a nonlinear and asymptotic L2 learning trajectory vis-à-vis aptitude and motivation. In the current study, two hundred and three adult Spanish-speaking learners of L2 English (N=203) of wide range of proficiency were measured on their level of aptitude (LLAMA_F), motivation (Attitude Motivation Test Battery) and attainment (grammaticality judgment test). The data were analyzed using correlations (PPMC, partial, dis-attenuated), R-squared measures, and fitted with orthogonal distance regression via total least-squares method. The results of correlation analyses and regression showed that as predicted, aptitude contributed positively towards attainment, but its effect diminished with increase in proficiency. On the other hand, while all participants were motivated to learn, motivation decreased with increases in attainment throughout L2 development. Motivation’s effect on achievement became asymptotic and its contribution towards target language (TL) mastery diminished. When aptitude and motivation were combined as a single unit, the learning trajectory closely resembled the curve predicted by ECT-L2A. Based on these findings, two general interpretations concerning motivation and aptitude were presented: 1) changes in motivation and aptitude with respect to attainment and 2) their differential efficacy towards native-like proficiency during L2 development. Finally, implications regarding the universality and the versatility of ECT-L2A are discussed under the broader call for more mathematical models in future SLA research.
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Keyword:
English language--Study and teaching--Spanish speakers; Motivation in adult education; Second language acquisition--Methodology; Second language acquisition--Psychological aspects
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URL: https://doi.org/10.7916/haxp-jb44
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Rapport et Bilan Scientifique - 2e Symposium sur la Politique Linguistique Familiale 2021
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In: https://hal-inalco.archives-ouvertes.fr/hal-03525635 ; [Rapport de recherche] INALCO, Sorbonne Paris-Cité (SPC). 2022 (2022)
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Implicit Instruction of Direct and Indirect Object Pronouns in Spanish through Technology-Mediated Task-Based Language Teaching
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From Disrupted Classrooms to Human-Machine Collaboration? The Pocket Calculator, Google Translate, and the Future of Language Education
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In: L2 Journal, vol 14, iss 1 (2022)
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Do You Speak Translate?: Reflections on the Nature and Role of Translation
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In: L2 Journal, vol 14, iss 1 (2022)
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Current Practices in Translation and L2 Learning in Higher Education: Lessons Learned
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In: L2 Journal, vol 14, iss 2 (2022)
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What’s Wrong with “What is your name?” > “Quel est votre nom?”:Teaching Responsible Use of MT through Discursive Competence and Metalanguage Awareness
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In: L2 Journal, vol 14, iss 1 (2022)
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АКТУАЛЬНЫЕ ТЕНДЕНЦИИ ЦИФРОВИЗАЦИИ ИНОЯЗЫЧНОГО ОБУЧЕНИЯ В НЕЯЗЫКОВОМ ВУЗЕ ... : CURRENT TRENDS IN DIGITALIZATION OF FOREIGN LANGUAGE EDUCATION IN A NON-LINGUISTIC UNIVERSITY ...
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Adult Literacy and Life Skills Survey (ALL) 2003 ...
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Statistics Norway. - : Sikt - Norwegian Agency for Shared Services in Education and Research, 2022
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Förderung des Bildungsspracherwerbs bei heterogenen sprachlichen Voraussetzungen im Unterricht mit digitalen Medien ...
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Children’s and adults’ language habitus and bilingual practices: Including children's voice in family language policy ...
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Children’s and adults’ language habitus and bilingual practices: Including children's voice in family language policy ...
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THE MAIN IMPORTANCE OF GIVING AND RECEIVING EFFECTIVE FEEDBACK ... : ОСНОВНАЯ ВАЖНОСТЬ ПРЕДОСТАВЛЕНИЯ И ПОЛУЧЕНИЯ ЭФФЕКТИВНОЙ ОБРАТНОЙ СВЯЗИ ...
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Language Socialization in a Two-Way Immersion Classroom During the COVID-19 Pandemic: Translanguaging of Spanish-English Bilingual Learners and Their Teachers
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ПРЕОДОЛЕНИЕ ЛИНГВОЭТНИЧЕСКОГО БАРЬЕРА ПРИ ПОМОЩИ ВНЕДРЕНИЯ ГЕЙМИФИКАЦИИ В УЧЕБНЫЙ ПРОЦЕСС ... : THE OVERCOMING OF A LINGUO-ETHNIC BARRIER BY INTEGRATING THE GAMIFICATION IN THE EDUCATIONAL PROCESS ...
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