scholarly journals Motivation for Participating and Performing in English Classrooms: Between Self-images and Positioning

2020 ◽  
Vol 4 (2) ◽  
pp. 229
Author(s):  
Shanthi Nadarajan ◽  
Nurulhuzaiman Hussain ◽  
Damien Mikeng
Keyword(s):  
Language Learning ◽  
First Language ◽  
Positive Influence ◽  
Language Learner ◽  
Language Resources ◽  
Learner Motivation ◽  
Affective Factors ◽  
Digital World ◽  
Statistical Measures ◽  
Factors Influencing

Second language learning motivation is often analyzed as a multidimensional construct involving learner’s images of their individual selves and complex statistical measures. While many of these analysis have deepened understanding of various cognitive and affective factors influencing language learner behavior, research investigating the different motivation factors that combine learner types remains scarce. Involving 78 Malaysian undergraduates from a University in East Malaysia taking a proficiency course, the study looked at learner motivation in relation to L2 motivational dimensions, classroom factors and learning goals. An exploratory cluster analysis identified 4 group motivational profiles: 1-motivated, 2-amotivated, 3-externally motivated and 4-self-determined. Initial data analysis found both learner images (the ideal L2 learner) and instrumental (Ought to L2 learner) as main factors influencing motivated learning behavior. The combined findings for learner confidence in the classroom and vitality of L2 speaker communities revealed that except for the extrinsically motivated communities (e.g. International Finance students), most students indicated learning as more meaningful if attention was given to their first language resources. Classroom activities that integrate first language resources  have a positive influence on learner’s effort and willingness to invest while a strict L2-only perspective have a negative effect on learner motivation. Given the role of English for the digital world, L2 universities may benefit from including learners’ first language resources and experience for engaging and helping learners to perform academically.

Language Deficiency in Children

1980 ◽  
Vol 89 (5_suppl) ◽  
pp. 165-170
Author(s):  
Donald M. Morehead ◽  
Kerstin E. Morehead ◽  
William A. Morehead
Keyword(s):  
Language Learning ◽  
Training Programs ◽  
First Language ◽  
Language Learner ◽  
Research Approach ◽  
Natural Conditions ◽  
Normal Children ◽  
Specific Content ◽  
Linguistic Development ◽  
Adults And Children

Research in cognition and language has provided useful constructs which suggest that specific deficits underlie language deficiencies in children. In addition, this research has provided procedures that determine what a child knows about language at a particular level of development and has established a sequence of linguistic development that maps the specific content and structure of training programs. Two new areas of research offer additional approaches to assessment and remediation. One approacch focuses on the actual principles and strategies that normal children use to learn language, making it possible to determine which methods are most efficient. The second research approach looks at the contextual conditions adults and children provide the first language learner. Preliminary work suggests that the natural conditions found universally in first language learning may be the best indicators of how to proceed with language-deficient children.

scholarly journals THE ROLE OF THE AFFECTIVE DIMENSION IN SHAPING FOREIGN LANGUAGE LEARNERS’ CONCEPTUAL SYSTEM

Neofilolog ◽  
2019 ◽  
pp. 103-117
Author(s):  
Ariadna Strugielska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Language Learner ◽  
Conceptual System ◽  
Learning And Teaching ◽  
Affective Factors ◽  
Foreign Language Learners

The role of affective factors in the process of foreign language learning and teaching is undeniable. Still, despite growing interest in the role of attitudinal variables in foreign language training, the problem has not been much researched from the perspective of multidimensional cognition. Thus, the focus of the article is the architecture of foreign language learners’ cognition situated within a multimodal framework and shaped by particular socio-linguistic experience. It is postulated that the conceptual system of a foreign language learner is unique in being highly susceptible to processing in terms of affective parameters. This hypothesis is corroborated by the results of a pilot study which show that concrete words in the conceptual systems of foreign language learners are associated with affect more than in the case of native speakers.

scholarly journals KEY FACTORS INFLUENCING LEARNERS’ ORAL FLUENCY IN ENGLISH SPEAKING CLASSES: A CASE AT A PUBLIC UNIVERSITY IN VIET NAM

2020 ◽  
Vol 36 (6) ◽  
pp. 93
Author(s):  
Dinh Thi Bich Ngoc ◽  
Tran Thi Dung
Keyword(s):  
Language Learning ◽  
English Language ◽  
Structured Interview ◽  
Survey Questionnaire ◽  
Structured Interviews ◽  
Oral Fluency ◽  
Factors Affecting ◽  
Affective Factors ◽  
Factors Influencing ◽  
English Speaking

In the field of English language learning, speaking is regarded as one of the most important skills to be developed and enhanced continually as means of effective communication. In most English classes at universities, many students find it difficult to express themselves in spoken English. So this research aims to investigate prominent factors affecting fluency of second-year students in speaking skill. The study uses mixed research methods with two data collection instruments namely survey questionnaire and semi-structured interview. The participants joining the survey questionnaire include 98 English non-majored students who were taking the English speaking course in their second semester at a university. The semi-structured interviews were conducted with 15 teachers and 15 students. The findings reveal that the group of affective factors is the prominent one, and then followed by automation, error correction and performance factors influencing their oral fluency. Therefore, some useful recommendations focusing on interactive strategies to minimize learners’ difficulties in oral fluency as well as develop their fluency in English speaking performance in this study could be taken into account for EFL teachers in English speaking classes.

scholarly journals “English Language Learners”: An Analysis of Perplexing ESL-Related Terminology

2012 ◽  
Vol 14 (3) ◽  
pp. 83 ◽  
Author(s):  
Nina Lee Webster ◽  
Chunlei Lu
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language Learner ◽  
English Language ◽  
Literature Search ◽  
First Language ◽  
Language Learner ◽  
Culturally Appropriate ◽  
Globalized World

In today’s globalized world it is increasingly important to consciously consider the terminology used when referencing others. The purpose of this paper is to explore and discuss the perplexing array of loosely defined ESL-related terminology in Education. A literature search revealed various terms referring to the same group of learners, the most common being English Language Learner. Through a deconstruction of related terms, an alternative term is proposed: Learner of English as an Additional Language (LEAL). The language learning aspect should not be utilized as a defining characteristic. LEAL is a respectful and culturally appropriate term that utilizes person first language.

scholarly journals Developing the proficient language learner: motivation, strategies, and the learning experience of Irish learners of French in a university setting

2019 ◽  
Vol 22 ◽  
pp. 28-52
Author(s):  
Rachel Hoare
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Language Learner ◽  
First Year ◽  
Learner Motivation ◽  
Motivation For Learning ◽  
French Grammar

The purpose of this study is to simultaneously examine the relationships between motivation for learning French, preferences for class activities, language learning strategies, and language proficiency for a cohort of first-year Irish university undergraduate students of French. More specifically, it examines these relationships with reference to the attitudes of the learners towards, and their motivation for, learning French grammar. The research was stimulated by both practical and theoretical concerns.

scholarly journals TO BE AND HOW TO BE: INSIDES OF PROGRESS AND FAILURE IN LANGUAGE LEARNING

2020 ◽  
Vol 35 (05) ◽  
Author(s):  
NGUYỄN TRƯỜNG SA
Keyword(s):  
Grounded Theory ◽  
Data Collection ◽  
Language Learning ◽  
General Formula ◽  
Language Learner ◽  
Holistic Model ◽  
Individual Factor ◽  
Affective Factors ◽  
Learning Stories ◽  
Data Collection And Analysis

This study investigated deeply into what happened when a language learner made failure and success. The question is how and what learners do to make improvements and achievements and/or to turn their learning results worse. Adopting grounded theory methodology and ethnographic perspective with prolong observations and interviews as the basis of data collection and analysis, the researcher studied the learning stories of 8 participants in 24 months to build up a general formula explaining how improvements and achievements operate. Motivation and autonomy were classified as the two central and most stable constructs in a holistic model containing numerous changing affective factors. Results showed that it is not really because of any single change in any individual factor/construct, but the operation of this whole model shapes the success and failure in language learning.

scholarly journals L2 Identity and Motivational Considerations in a Global Context

2019 ◽  
Vol 11 (2) ◽  
pp. 135-162
Author(s):  
Robin Anderson
Keyword(s):  
First Language ◽  
Value Added ◽  
Language Learner ◽  
Learner Motivation ◽  
Dominant Position ◽  
Learner Identity ◽  
Global Context ◽  
World Today ◽  
The World ◽  
Research Findings

Abstract Objective: This paper sets out to examine language learner identity in a global context, by first analysing the dominant position of English in the world today and then in the light of this, revisiting the concepts which aim to describe how individuals are motivated to learn English. Methodology: The paper is based on research findings as documented in numerous studies, for example Smit & Dafouz (2012) and Wächter & Maiworm (2014). Findings: The findings emphasise the fact that the hegemony of English in the world today, where around 400 million people use English as a first language, shows no sign of diminishing. In fact, issues surrounding the consequences of globalisation make the place of English in the world ever more solidified, however the contexts and the purposes for which it used are changing. Value added: By examining certain aspects of the powerful position of English today, this paper proposes the view that conceptions of specific motivational aspects of language learner identity are no longer as valid as they once were. Recommendations: The paper recommends that a new theorizing of learner identity, with specific focus on L2 learner motivation, needs to be considered.

scholarly journals The influence of cultural constraints on comprehension among second language (L2) learners: Implications for language teaching and learning

2020 ◽  
Vol 9 (1) ◽  
pp. 135-141
Author(s):  
Ugochi Happiness Ikonne
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Language Learner ◽  
Target Language ◽  
Affective Factors ◽  
Second Language Learner ◽  
Language L ◽  
Cultural Constraints

Very many factors have been found to influence second language learning. For instance, affective factors such as attitude, motivation and personality have usually been acknowledged to play important role in second language learning. Other factors include environmental factors which could be geographical and/or cultural. This discourse reviewed the various ways in which cultural constraints and cultural differences impede comprehension among second language (L2) learners. Emphasis was on listening, reading, pragmatics and viewing comprehension. It was recommended that language teacher apply strategies and techniques like infantilization, dramatization, excursion, audio and visual resources to concretize their lessons. Also, to bridge the cultural gap between the second language learner and the culture of the target language, acculturation or immersion programme is recommended. This is to ensure deeper contact between the learner and the culture, native speakers and the target language.Key Words: culture, comprehension and second language learning

ENTORNO PERSONAL DE APRENDIZAJE BASE, UN SISTEMA DE ACTIVIDADES PARA LA EVALUACIÓN DEL APRENDIZAJE AUTÓNOMO DE IDIOMAS.

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Yoan Martínez Márquez ◽  
Yalice Gámez Batista ◽  
Norberto Valcárcel Izquierdo
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Self Regulation ◽  
Personal Characteristics ◽  
Positive Influence ◽  
General Terms ◽  
Communication Processes ◽  
Weakly Coupled ◽  
The One ◽  
Meaningful Connections

Las TIC median las interacciones y la comunicación de los estudiantes a diario. Se conciben como mediado-ras de la reflexión y la autorregulación de la actividad del estudiante, resultante de la interacción consciente de la percepción que tiene el estudiante sobre si con la que negocia con el resto de los estudiantes, los ase-sores y la sociedad en general. En este contexto el aprovechamiento de las TIC debe promover una influen-cia formativa en los espacios formales y no formales. Las condicionantes de complementariedad de espa-cios y de unidad en la diversidad de recursos tecnológicos y didácticos deben guiar la actividad que tenga al estudiante como centro de la misma.Ya no se trata de integrar las TIC en el proceso de formación, haciéndolo formal y estandarizado. El reto está en que sean las características personales de los estudiantes, sus estilos de aprendizaje, sus conoci-mientos y experiencias previas, y sus esquemas afectivos los que marquen el aprovechamiento de las TIC en la evaluación del aprendizaje autónomo de inglés.En el presente trabajo se estructura el aprovechamiento de las TIC mediante un EPA base para la evalua-ción del aprendizaje autónomo de inglés. El EPA base constituye un andamiaje de personas, procedimien-tos, espacios de interacción, y de recursos tecnológicos y didácticos. Los componentes que lo conforman se encuentran débilmente acoplados por la tecnología y altamente cohesionados por la significatividad de las conexiones que el estudiante establece entre ellos. Palabras Clave: Aprendizaje, Autonomía, Entorno, Evaluación, Personal. ABSTRACT There is no doubt about the key role of ICT in the interaction and communication processes among students. ICT are thought as a mean for the reflection and self-regulation of students´ activity, which is in a permanent conscientious comparison between the perception a student has about him/herself and the one he/she nego-tiates with the rest of students, advisors and society in general terms. In this context, ICT should promote a positive influence on student formation in formal and non-formal spaces. The conditionals related to spaces combined support and union in the diversity of technological and didactical resources should guide every activity having students at the center of its conception.It is no longer about integrating ICT to the formation process making it formal and standardized. The chal-lenge on autonomous language learning evaluation with ICT has to do with making the differences through personal characteristics of students, their learning styles, previous experiences and affective schemas.In this paper the use of ICT is structured by means of a PLE frame for the evaluation of English autonomous language learning. It is a scaffolding of people, procedures, interaction spaces, and technological and didac-tical resources. Its components are weakly coupled by technologies and highly cohesive by the meaningful connections students establish among them. Keywords: Learning, Autonomy, Evaluation, Environment, Personal. Recibido: septiembre de 2016Aprobado: noviembre de 2016

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