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Motivation, in the AMTB, is assessed through the combination of the desire to learn, attitude towards learning, and motivational intensity. While integrativeness and attitude toward the learning situation target each site of learning, motivation accounts for both contexts as well as the affective variables (i.e. individual differences) that ...
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.
The ZPD notion states that social interaction with more advanced target language users allows one to learn a language at a higher level than if they were to learn a language independently. [56] Sociocultural theory has a fundamentally different set of assumptions to approaches to second-language acquisition based on the computational model. [ 57 ]
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 ...
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).
There is no guarantee that students will be motivated to learn a second language, and often the opposite is true. [11] Teachers need to generate enthusiasm and share the benefits of learning a second language to promote positive student attitudes. [11] They need to create a safe and accepting space for students to learn. [10]
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.
Language attitudes play an important role in language learning, identity construction, language maintenance, language planning and policy, among other facets of language development. These attitudes are dynamic and multifaceted, shaping our perceptions, interactions, and societal structures .