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Motivation in the context of Second Language Acquisition (SLA)
Motivation in the context of Second Language Acquisition (SLA)
Piaget: Cognitive-interactionist perspective
Piaget: Cognitive-interactionist perspective
- internal (cognitive) and external (environment) factors interact, leading to learning
- internal cognition considered to be location for learning
- SLA can occur through this interaction
- John Schumann's Acculturation Model (attitude)
- the more acculturated a learner becomes, the more successful the learner will be
- social distance toward L2 environment (culture, people, language) affects overall progress
- Stephen Krashen's Comprehensible Input Hypothesis
- linguistic data is communicated slightly above the learner's ability (i + 1)
- comprehensible input comes through oral language and environmental print
- learning occurs naturally when comprehensible input is interpreted for meaning
- Michael Long's Interaction Hypothesis (negotiated interaction) - early 1980s
- the best comprehensible input is that which is modified to meet the needs of the learner
- meaning is negotiated as interactional modifications occur
- clarification requests, confirmation checks, comprehension checks
- Merrill Swain's Pushed Output Hypothesis - 1985
- a.k.a. Comprehensible Output Hypothesis, Output Hypothesis
- learners needs meaningful opportunities to use and produced target language
- Richard Schmidt's Noticing Hypothesis (attention to language code)
- features of a language have to be noticed in order to learn them
- noticing can be internally or externally motivated
References
Ortega, L. (2009). The linguistic environment. In Understanding second language acquisition(pp. 55-64). London: Hodder Education.
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