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Motivation and Emotion in Second Language Learning: Predictors of Objective Language Performance and Sustained Learning in Undergraduate Foreign Language Students
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In: Senior Projects Spring 2020 (2020)
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Abstract:
Learners of foreign languages vary widely in their ultimate level of language attainment. Research on second language acquisition (SLA) suggests that variation in language learning outcomes can be attributed to individual differences, or the unique characteristics of each language learner that affect one’s ability to acquire a foreign language. Among the many individual differences that have been demonstrated to impact one’s ultimate attainment in a foreign language, motivational processes have been identified across the SLA literature as one of the most significant predictors of language achievement (Mohammadi, 2010). Considerable research on second language acquisition suggests that individuals who are intrinsically motivated to learn a foreign language achieve greater levels of language proficiency than individuals who are extrinsically motivated (Gardner, 1985). The present study aims to determine whether motivational orientations in a sample of undergraduate language learners contribute to differences in language achievement, and to further explain the relationship between intrinsic motivation and language proficiency by assessing positive affect as a potential mediator. Finally, the present study also assessed whether positive emotion throughout language learning could predict students’ intention or desire to continue the study of a foreign language. The analyses for the present study were not carried out due to the limited sample size. Instead, a series of correlational analyses were conducted for pedagogical and exploratory purposes. Although the sample size limited our ability to draw conclusions from the data, the general pattern of results suggest that intrinsic motivation is positively correlated with both positive emotion and language proficiency, which is consistent with our hypotheses. Limitations of the present study, implications, and suggestions for further research are discussed.
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Keyword:
and Multicultural Education; Bilingual; emotion; motivation; Multilingual; Second language acquisition
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URL: https://digitalcommons.bard.edu/cgi/viewcontent.cgi?article=1310&context=senproj_s2020
https://digitalcommons.bard.edu/senproj_s2020/73
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| 62 |
Spanish Heritage Language Acquisition: What Factors Influence the Use of Subjunctive in Future and Adult Heritage Speakers?
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| 63 |
Second language acquisition : the need for explicit pragmatic instruction in beginning-level language classes.
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| 64 |
Developing intentional cultural exchange (D.I.C.E) : an early start program for acculturation and language skill development
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| 65 |
From Japanese to Elvish: Comparing Different Writing Systems
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In: The Compass (2020)
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| 66 |
The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study
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| 67 |
Working on Understanding in the Adult ESL Classroom: A Collaborative Endeavor
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| 68 |
The Selective Fossilization Hypothesis: A Longitudinal Study of English Language Learners' Persistent Errors
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| 71 |
Texte im Spiegel der Zeit: Die Methode der Wirklichkeitsmontage in Alexander Kluges Dezember
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In: German Journal Sprache Literatur Kultur (2020)
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| 72 |
Editorial
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In: German Journal Sprache Literatur Kultur (2020)
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| 73 |
The Role of Extra Curricular Activities on Chinese Language Learning In Zimbabwe
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In: Chinese Language Teaching Methodology and Technology (2020)
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| 74 |
Degrees of Bidirectional Naming Are Related to Derived Listener and Speaker Responses
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| 75 |
Establishment of Increased Stimulus Control for Bidirectional Naming Increased Stimulus Control for Other Derived Relations in 20- to 40-Month-Old Toddlers
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| 76 |
Investigating the combined effects of rater expertise, working memory capacity, and cognitive functionality on the scoring of second language speaking performance
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| 77 |
Classification des catégories grammaticales sur deux corpus longitudinaux d’enfants
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In: Actes des 2èmes journées scientifiques du Groupement de Recherche Linguistique Informatique Formelle et de Terrain (LIFT). ; 2èmes journées scientifiques du Groupement de Recherche Linguistique Informatique Formelle et de Terrain (LIFT) ; https://hal.archives-ouvertes.fr/hal-03047149 ; 2èmes journées scientifiques du Groupement de Recherche Linguistique Informatique Formelle et de Terrain (LIFT), 2020, Montrouge, France. pp.23-33 (2020)
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| 78 |
Four- and 5-year-old children adapt to the reliability of conflicting sources of information to learn novel words
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In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://hal.archives-ouvertes.fr/hal-03099563 ; Journal of Experimental Child Psychology, Elsevier, 2020, 200, pp.104927. ⟨10.1016/j.jecp.2020.104927⟩ (2020)
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| 79 |
Prépositions russes 'из' vs. 'от' : vers une grammaire des erreurs
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In: ISSN: 2609-6609 ; ELAD-SILDA ; https://hal.archives-ouvertes.fr/hal-02948137 ; ELAD-SILDA, Centre d'Études Linguistiques - EA1663 - Université Jean Moulin Lyon 3, 2020, Syntaxe des langues slaves: de la norme à la transgression, pp.1-13 ; https://revues.univ-lyon3.fr/elad-silda/ (2020)
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| 80 |
Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
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In: ISSN: 2515-2459 ; EISSN: 2515-2467 ; Advances in Methods and Practices in Psychological Science ; https://hal-univ-rennes1.archives-ouvertes.fr/hal-02509817 ; Advances in Methods and Practices in Psychological Science, [Thousand Oaks]: [SAGE Publications], 2020, 3 (1), pp.24-52. ⟨10.1177/2515245919900809⟩ (2020)
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