scholarly journals INFLUENCE OF AFFECTIVE FACTORS ON LEARNING ABILITY IN SECOND LANGUAGE ACQUISITION

2020 ◽  
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Learning Ability ◽  
Affective Factors

scholarly journals Student expectations of TESOL Programs

2006 ◽  
Vol 29 (1) ◽  
pp. 4.1-4.21
Author(s):  
Sarbari Bordia ◽  
Lynn Wales ◽  
Jeffery Pittam ◽  
Cindy Gallois
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Vital Role ◽  
Teaching Methodology ◽  
Student Expectations ◽  
Course Content ◽  
Affective Factors ◽  
Speakers Of Other Languages ◽  
And Performance

Most practitioners teaching English to speakers of other languages (TESOL) will agree that students come with some expectations about course content and teaching methodology and that these expectations play a vital role in student motivation and learning. However, the study of student expectations has been a surprising omission from Second Language Acquisition research. In the studies reported here, we develop a model of student expectations by adapting the Expectation Disconfirmation paradigm, widely used in consumer psychology. Student and teacher perspectives on student expectations were gathered by interviews. Responses shed light on the nature of expectations, factors causing expectations and effects of expectation fulfilment (or lack of it). The findings provide new avenues for research on affective factors as well as clarify some ambiguities in motivational research in second language acquisition. The model presented here can be used by teachers or institutions to conduct classroom-based research, thus optimising students’ learning and performance, and enhancing student morale.

scholarly journals THE INTERDEPENDANCE BETWEEN ATTRIBUTIONS AND SECOND LANGUAGE ATTAINMENTS IN SECONDARY SCHOOL STUDENTS

2017 ◽  
Vol 8 (1) ◽  
pp. 109-124
Author(s):  
Bogusława Gosiewska-Turek
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Secondary School ◽  
Language Learning ◽  
Attribution Theory ◽  
Secondary School Students ◽  
School Students ◽  
Affective Factors ◽  
Adolescent Students

Affective factors are undoubtedly considered to be vital in second language acquisition. Among these factors attribution theory is of primary significance, as it affects learners’ final achievement. It indicates that people attribute various causes in their lives to their success and failure. With the employment of attribution theory, this study examines Polish secondary school adolescent students’ attributions for success and failure in second language learning. The main purpose of the study is to investigate, whether Polish secondary school students’ attributions have an impact on their achievements in second language acquisition. In order to conduct the study, the researcher administered attribution questionnaires to the students and an achievement sheet to the teacher to fill in with students’ semester grades in English. Then the data obtained from the questionnaires and the achievement sheet were correlated.  The results show that successful students are more likely to attribute their success to internal facets such as ability and effort and unsuccessful learners attribute their lack of success to external factors, among which task difficulty or luck could be enumerated.  

Attitudes and Motivation

1988 ◽  
Vol 9 ◽  
pp. 135-148 ◽  
Author(s):  
R. C. Gardner
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
The Other ◽  
Language Community ◽  
Affective Factors ◽  
School Subjects ◽  
Social Prestige ◽  
The Many

The notion that attitudes and motivation would be implicated in second language acquisition is not a new one. As early as 1941, Jordan investigated the relation between attitudes toward a number of school subjects and grades in those subjects, and found the relationships for French to be among the highest. A number of later studies by other researches also showed relationships between attitudes towards learning languages and proficiency in the language (see Gardner 1985 for a review). The first reference to a possible relationship between attitudes toward the other language community and achievement in that language, however, appears to have been made by Arsenian (1945). One of the many relevant questions he raised, for example, was, “In what way do affective factors, such as social prestige, assumed superiority, or—contrariwise—assumed inferiority, or enforcement of a language by a hated nation affect language learning in a child?” (Arsenian 1945:85).

scholarly journals Student expectations of TESOL programs

2006 ◽  
Vol 29 (1) ◽  
pp. 4.1-4.21 ◽  
Author(s):  
Sarbari Bordia ◽  
Lynn Wales ◽  
Jeffery Pittam ◽  
Cindy Gallois
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Vital Role ◽  
Teaching Methodology ◽  
Student Expectations ◽  
Course Content ◽  
Affective Factors ◽  
Speakers Of Other Languages ◽  
And Performance

Most practitioners teaching English to speakers of other languages (TESOL) will agree that students come with some expectations about course content and teaching methodology and that these expectations play a vital role in student motivation and learning. However, the study of student expectations has been a surprising omission from Second Language Acquisition research. In the studies reported here, we develop a model of student expectations by adapting the Expectation Disconfirmation paradigm, widely used in consumer psychology. Student and teacher perspectives on student expectations were gathered by interviews. Responses shed light on the nature of expectations, factors causing expectations and effects of expectation fulfilment (or lack of it). The findings provide new avenues for research on affective factors as well as clarify some ambiguities in motivational research in second language acquisition. The model presented here can be used by teachers or institutions to conduct classroom-based research, thus optimising students’ learning and performance, and enhancing student morale.

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