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During the preactional phase, the major motivational influences are the values associated with L2 learning, attitudes towards the L2-speaking community, learners’ expectations and beliefs, and environmental support. The actional stage includes sustaining one's level of motivation throughout the language-learning process.
Csizér, K., & Kormos, J., & Sarkadi, Á. (2010). The Dynamics of Language Learning Attitudes and Motivation: Lessons From an Interview Study of Dyslexic Language Learners. The Modern Language Journal, 94(3), 470–487. The Dynamics of Language Learning Attitudes and Motivation: Lessons From an Interview Study of Dyslexic Language Learners
Language attitude studies: A brief survey of methodological approaches. ... Attitudes and motivation in a second-language learning. Rowley, MA: Newbury House.
Yashima called this desire by Japanese to learn English to communicate with the world around them international posture: a general attitude towards the international community that "influences motivation [in learning a second language], which, in turn, predicts proficiency and second language communication confidence" (Yashima, 2002, p. 63).
Additionally, early attitudes may strengthen motivation and facility with language in general, particularly with early exposure to the language. All these sum up to affect learners' acquisition of the target language and learners' language/ code choice when multiple varieties of a (second) language are involved.
Rockville, MD: Language Learning and Testing Foundation, Inc., 2002. Ehrman, M. "A Study of the Modern Language Aptitude Test for predicting learning success and advising students." Applied Language Learning, Vol. 9, pp. 31-70. Harley, B. & D. Hart. "Language Aptitude and Second Language Proficiency in Classroom Learners of Different Starting ...
Motivation In language instruction, the desire to learn. See “TEFL vs. TESL”. Motivation paradox Students’ main motivators are factors the teacher has little control over (integrated versus instrumental motivation, which heavily influence time on task), yet motivation is critical to learning.
Foreign language aptitude itself has been defined as a set of cognitive abilities which predicts L2 learning rate, or how fast learners can increase their proficiency in a second or foreign language, and L2 ultimate attainment, or how close learners will get to being able to communicate like a native in a second or foreign language, both in ...