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Dimensions of bilingualism promoting cognitive control: impacts of language context and onset age of active bilingualism on mixing and switching costs
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Bilinguals' and monolinguals' performance on a non-verbal cognitive control task: how bilingual language experience contributes to cognitive performance by reducing mixing and switching costs
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Age and second language acquisition: Is there a critical period?
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Terms for bodies of water in a posteriori and mixed artificial languages
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The L2 motivational self system and L2 achievement: a study of Saudi EFL learners
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The relationship between learners' affective variables and second language achievement
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Abstract:
This study examines five affective variables: motivation, attitudes, anxiety, self-esteem and autonomy, with the aim of establishing their effect, together and individually, on learners’ L2 achievement. Data were collected from Saudi university students learning English as a second/foreign language as part of their degree. Data collection was conducted, via a questionnaire and a language test, in two waves – approximately three months apart (N=274 at Time 1, and N=252 at Time 2). Descriptive and inferential analyses of the data confirmed the importance of affect in relation to L2 acquisition: the five affective variables together accounted for between 85% and 91% of the L2 performance variance in our sample. Individually, each of the five variables was found to make a unique contribution to L2 performance, but among them motivation emerged as by far the strongest predictor of L2 achievement; by comparison the effects of the other four on achievement can be described as marginal. This outcome constitutes compelling evidence of the critical role that motivation plays with respect to L2 acquisition generally and achievement more specifically. The study’s findings hold a range of potentially important implications for L2 learning and teaching practices. In light of these findings, EFL teachers are in a strong position to influence the operation of the affective factors by consolidating learners’ autonomy and self-esteem, reducing anxiety, promoting positive attitudes and enhancing learners’ motivation.
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Keyword:
affect; anxiety; attitudes; autonomy; EFL teaching/learning; motivation; self-esteem
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URL: http://hdl.handle.net/1959.13/1331592
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Bottom-up or top-down: English as a foreign language vocabulary instruction for Chinese university students
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| 9 |
The effects of teachers' motivational strategies on learners' motivation: a controlled investigation of second language acquisition
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| 11 |
Intrinsic motivation in Saudi learners of English as a foreign language
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| 13 |
An introduction to mind, consciousness and language (book review)
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| 14 |
Binding within the Bulgarian nominal phrase
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Moskovsky, Christo. - : Universitetsko Izdatelstvo Sv. Kliment Okhridski (University Press of the Sofia University St. Kliment Ohridski), 2007
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| 17 |
Optional movement of Bulgarian possessive clitics to I: some implications for binding theory
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| 18 |
Possibilities for passives in natural and artificial languages
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Non-binding restrictions on co-indexing of pronouns
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Moskovsky, Christo. - : Universitetsko Izdatelstvo Sv. Kliment Okhridski (University Press of the Sofia University St. Kliment Ohridski), 2004
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