Towards a Full Model of Second Language Learning: An Empirical Investigation

Abstract

Much research in second language acquisition (SLA) centres on the relationships among individual difference measures such as language attitudes, motivation, anxiety, self-confidence, language aptitude, learning strategies, field independence, and measures of achievement in the language. Numerous studies have supported the proposed influences of these individual difference variables on achievement, and a number of models have been developed to explain the relationships among subsets of these variables. However, there is a lack of research examining the relationships among all these variables simultaneously. In the present study, we investigate a large number of individual difference measures to determine their underlying dimensions, to contrast their predictive validities, and to evaluate their contributions in a causal model of SLA. Our study was based on a sample of 102 university students enrolled in introductory French. The results indicated substantial links among the affective measures and achievement. Support was found for these connections in the proposed causal model. MANY VARIABLES HAVE BEEN SUGGESTEDas possible characteristics of individuals that will influence how successful different individuals will be at learning another language. Among them, the most frequently investigated appear to be language anxiety, language aptitude, attitudes and motivation, field dependence/independence, learning strategies, and self-confidence, and each of these classes of variables has been shown to relate to measures of achievement in a second language (L2). Although the relationships between some of these variables have been investigated, no study has considered them together in the same sample of L2 learners. The purpose of the present study is to do just that.

Intrinsic and Extrinsic Motivation, Orientation and Achievements in L2 of Arab Learners of English, French and German: A Study from Jordan

“…This finding contradicts the previous research findings (e.g., Gardner et al, 1997), which support the claim of a strong correlation between attitudes, motivational drive, and language proficiency. Having intrinsic motivation is also considered to improve learning outcomes.…”

“…The second section, as the main part of the questionnaire, included 34 items to measure integrative/instrumental orientation and intrinsic/extrinsic motivation. The items measuring orientation were adapted from Gardner, Tremblay, and Masgoret (1997), and those regarding the subtypes of motivation were adapted from Noels et al (2003). For these items, students were asked to rate their level of agreement with a statement on a 5-point Likert scale (1 strongly disagree to 5 strongly agree) rather than on the original 7-point scale.…”

Correlation, causation, motivation, and second language acquisition.

“…Over die years in our research, diese tests have become more complex, varying from one considering die elements of die integrative motive, language aptitude, and French achievement (Gardner, 1985) to one that investigated odier variables as well such as self-confidence widi die language, language learning strategies, and field independence (Gardner, Tremblay, & Masgoret, 1997). We have even investigated how different conceptualizations of motivation such as Goal Salience and Attributions fit into diis basic model .…”

Factors Affecting Motivation for Short In-class Extensive Reading

“…Motivation plays a vital role in the successful development of a second language (L2) (Dörnyei, 2001(Dörnyei, , 2005Dörnyei & Ryan, 2015;Dörnyei & Ushioda, 2009Gardner, 1985;Gardner & Lambert, 1959, 1972Gardner, Tremblay, & Masgoret, 1997). Motivation is also an important factor in improving reading proficiency, as " [a] less motivated reader spends less time reading, exerts lower cognitive effort, and is less dedicated to full comprehension than a more highly motivated reader" (Guthrie & Wigfield, 2000, p. 406).…”