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. In the AMTB, it is measured by determining how anxious the learner feels when in the classroom or when using the language in general.
This determines how much the educational context aids in improving L2 performance. Integrativeness  [ edit ] The integrativeness variable also known as the integrative motive reflect the cultural context of L2 learning as it attempts to measure how open a learner is to the other culture that primarily uses L2.
Four key elements the learner sthe teacher, the task, and the context are outlined by this model as affecting the teaching-learning process as they interact with and act on each other.
The socio-educational model[ edit ] R. This meant that motivation played a bigger role in driving those people to learn an L2. This framework placed an emphasis on contextual influences, and it categorized motivational factors in terms of learner-internal and external factors.
Motivation  [ edit ] Motivation, in the AMTB, is assessed through the combination of the desire to learn, attitude towards learning, and motivational intensity. It also accounts for the integrative orientation of the individual or the social and cultural reasons why the individual learns the L2.
The AMTB measures this variable by asking the individual to evaluate the teacher and the course in the educational context. Burden developed a framework of motivation in language learning as an attempt to summarize motivational factors relevant to L2 learning in the classroom setting.
Upon this transition, linguistic and non-linguistic outcomes emerge. After knowing the individual differences in L2 acquisition, it is important to consider the context of learning i. Attitude toward learning situation  [ edit ] Contrary to integrativeness, the attitude towards learning situation accounts for the education context of L2 acquisition and the affective facts that correspond with it.AFFECTIVE VARIABLES IN SECOND LANGUAGE ACQUISITION H.
Douglas Brown1 One specific area of potential research on egocentric factors in second language acquisition is that of the role of “ motivation” in language learning. According to Ausubel (), one of the key.
Finally, the fifth hypothesis, the Affective Filter hypothesis, embodies Krashen's view that a number of 'affective variables' play a facilitative, but non-causal, role in second language acquisition.
These variables include: motivation, self-confidence and anxiety. The Importance of Motivation in Second Language Acquisition International Journal on Studies in English Language and Literature (IJSELL) Page | and particularly young generations usually have some kind of positive feelings towards English.
Motivation in second-language learning Jump to with relations to second-language acquisition in a classroom setting. The different perspectives on L2 motivation can be divided into three distinct phases: the social psychological period, the cognitive-situated period and the process-oriented period.
language anxiety. Other variables such. the study of motivation, which is the role it plays in second language acquisition (SLA). After this part, in section 6, I have directed my attention to some of the most important tools for measuring motivation in language learners.
It was also found that maximum prediction of success in second-language acquisition was obtained from tests of: verbal intelligence, intensity of motivation to learn the other language, students' purposes in studying that language, and one index of linguistic aptitude.Download