Часть VI issn 2072-0297
Affective factors on L2 vocabulary acquisition
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moluch 82 ch6
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- 1.2 Motivation
| 1. Affective factors on L2 vocabulary acquisition
1.1 Attitude Since 1970s, researchers' focus has made the transition from aptitude to attitude, from a matter of intellectual to af- fective aspects, from learners' ability to their personality. At- tention to learners' learning attitude is significant. Attitudes to learning and the perceptions (and beliefs) that determine them may have a profound influence on learning behavior and on learning outcomes, since successful learners develop in- sightful beliefs about language learning processes, their own abilities and the use of effective learning strategies, which have a facilitative effect on learning. These learners tend to develop a more active and autonomous attitude that allows them to take charge of their learning. On the other hand, mistaken or uninformed beliefs about language learning may lead to dependence on less effective strategies, resulting in indifference toward learning, poor cognitive performance, classroom anxiety and a negative attitude to autonomy. 1.2 Motivation SLA theory leaves no doubt about the crucial importance of a further affective variable, motivation, which is actually a cluster of factors that «energize behavior and give it direc- tion» (Hilgard, Atkinson & Atkinson, 1979:281). Chomsky (1988:181) points out the importance of activating learners' motivation: «The truth of the matter is that about 99 per- cent of teaching is making the students feel interested in the material». Motivation involves the learners' reason for at- tempting to acquire the L2, but precisely what creates moti- vation is the crux of the matter, without which even «gifted» individuals cannot accomplish long-term goals, whatever the curricula and whoever the teacher. Thus the concept of lan- guage learning motivation has become central to a number of theories of SLA, and motivation has been widely accepted by teachers and researchers as one of the key factors influencing the rate and success of L2 learning, often compensating for deficiencies in language aptitude and learning (Tremblay & Gardner, 1995:505). In the field of SLA, Gardner & Lambert (1976:199) pi- oneered work on motivation, proposing an integrative-in- strumental duality, which became widely accepted aril con- firmed by a number of studies. Their ten year-long research program in which they found that success in language attain- ment was dependent on the learners' affective reactions to- ward the target linguistic-cultural group (in addition to apti- tude) gave validity to the study of motivation in SLA though some investigations did not support the model, either by not producing a strong integrative factor, or by coming up with insignificant or contradictory results. Strength of motivation serves as a powerful predictor of L2 achievement, but may itself by the result of previous learning experiences. Learners with either integrative or instrumental motivation, or a mixture of both, will manifest greater effort and perseverance in learning. Other internal sources of mo- tivation, such as self-confidence, may be more important than either type of motivation in some contexts. Motivation can also take the form of intrinsic interest in specific learning activities and, as such, may be more easily influenced by teachers than goal-directed motivation (Ellis, 1999:523). жүктеу/скачать 1,83 Mb. Достарыңызбен бөлісу:
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