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The L2 motivational self system forms links with conceptualizations of L2 motivation by Noels (2003) [15] and Ushioda (2001). [16] This motivational self system has three components: the ideal L2 self, ought-to L2 self, and L2 learning experience. [17] The ideal L2 self is a person's imagined ideal future self as a second language speaker. [4]
An engaging and enjoyable L2 classroom, where effective motivation techniques are utilized by teachers, is often the strongest predictor of motivated language learning behaviors. [ 15 ] [ 14 ] Teachers can help learners realize their Ideal L2 self by raising self-awareness and enhancing the vivacity of students' L2 images, dreams and desires ...
Universal grammar theory can account for some of the observations of SLA research. For example, L2 users often display knowledge about their L2 that they have not been exposed to. [61] L2 users are often aware of ambiguous or ungrammatical L2 units that they have not learned from any external source, nor their pre-existing L1 knowledge.
Thinkers have produced several theories concerning how learners use their internal L2 knowledge structures to comprehend L2 input and produce L2 output. One idea is that learners acquire proficiency in an L2 in the same way that people acquire other complex cognitive skills. Automaticity is the performance of a skill without conscious control.
These theories conceive of second-language acquisition as being learned in the same way as any other skill, such as learning to drive a car or play the piano. That is, they see practice as the key ingredient of language acquisition. The most well-known of these theories is based on John Anderson's adaptive control of thought model. [1]
The generative approach to second language (L2) acquisition (SLA) is a cognitive based theory of SLA that applies theoretical insights developed from within generative linguistics to investigate how second languages and dialects are acquired and lost by individuals learning naturalistically or with formal instruction in foreign, second language and lingua franca settings.
John B. Carroll, an influential psychologist in the field of educational linguistics, developed a theory about a cluster of four abilities that factored into language learning aptitude, separate from verbal intelligence and motivation. Using these four distinct abilities (phonetic coding ability, grammatical sensitivity, rote learning ability ...
Embodied bilingual language, also known as L2 embodiment, is the idea that people mentally simulate their actions, perceptions, and emotions when speaking and understanding a second language (L2) as with their first language (L1). [1]