Motivation and Second Language Acquisition: The Socio-educational ModelPeter Lang, 2010 - 244 trang Offering a historical and empirical account, this book provides a comprehensive overview of the socio-educational model of second language acquisition. This approach to understanding motivational variables that promote success in the learning of a second or foreign language - distinguishing between language classroom motivation and language learning motivation - is a major one in the history of this field of research. Chapters include a discussion of the definition and measurement of motivation; historical foundations of the model; recent studies with the International Attitude Motivation Test Battery for English as a foreign language in different countries; the implications of the model to the classroom context; and a discussion of criticisms and misconceptions of the model. The book provides graduate students and researchers with unique coverage of this research-oriented approach as well as serving as a source book for the area. It is ideal for courses on motivation in second language learning, or as a supplemental text for research-oriented courses in applied linguistics, educational psychology, or language research in general. |
Nội dung
On the Definition of Motivation and its Investigation | 1 |
On the History of the SocioEducational Model | 31 |
The Modern Age | 57 |
Structure and Hypotheses | 77 |
The Attitude Motivation Test Battery | 107 |
Attitudes Motivation and Language Anxiety | 137 |
Learning English as a Foreign Language Around the World | 157 |
Language Classroom Motivation | 181 |
Epilogue | 201 |
Thuật ngữ và cụm từ thông dụng
affective variables aggregate AMTB assessed associated attitudes and motivation attitudes toward learning behavior bilingual Brazil Chapter Clément components conducted constructs context convergent validity correlations course course evaluation Croatia defined demonstrated desire to learn Dörnyei educational effects English class evaluation factors final grades foreign language French Canadians Gardner guage hypothesized identified important indicated individual's influence instrumental motivation instrumental orientation integrative and instrumental integrative motivation integrative orientation interest in foreign investigated involved language achievement language anxiety language aptitude language community language learning strategies language study learn the language learners learning a second learning another language learning English learning French learning situation levels of motivation Masgoret median mini-AMTB model of second motivation to learn motivational intensity obtained parental encouragement proposed reasons reflect relevant reliability role Romania samples scales second language acquisition second language learning Smythe social socio-educational model structural equation modeling teacher tested tion tivation tive