Motivational variables in second language acquisition: A study of Francophones learning English.

Este artigo apresenta as principais características dos padrões de duração dos pares de vogais [i: I] [E æ] [u: U] produzidos por alunos brasileiros que começaram a estudar inglês-L2 em idades diferentes, que estavam cursando o último semestre de seus cursos de inglês como língua estrangeira, e que adquiriram a língua exclusivamente em salas de aula no Brasil.PALAVRAS-CHAVE: Aquisição de língua estrangeira, fonética acústica, fonologia, inglês como língua estrangeira, vogais. ABSTRACT This paper presents the main characteristics in durational patterns of the pairs of vowels [i: I] [E æ] [u: U] as produced by Brazilian learners who started learning English as a Foreign Language at different ages. The students were in the last semester of their EFL courses and have acquired English exclusively in Brazilian classrooms.KEYWORDS: Second Language Acquisition. Acoustic Phonetics. Phonology. English as a Foreign Language. Vowels.

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Motivational Factors that Influence English as a Foreign Language Learners at Quality Leadership University, Panama City, Panama

Journal of Language Teaching and Research ◽

10.17507/jltr.1104.03 ◽

2020 ◽

Vol 11 (4) ◽

pp. 543

Author(s):

Ricardo Roman Jr. ◽

Aixa M. Nunez

Keyword(s):

English Language Learners ◽

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Foreign Language ◽

Language Learning ◽

Language Learners ◽

English Language ◽

Instrumental Motivation ◽

Learning English

Research in second language acquisition took off in the early 1970s. This study on integrative and instrumental motivation examined the correlation between the two forms in terms of second language acquisition, and the interest it has generated through continued research efforts in language learning. Research to date suggests a possible relationship between motivation and second language learning. The results obtained by this research were determined by two basic types of motivation which play a relevant role in second language acquisition, it also revealed which was the most prevalent motivational factor that influences students in learning English as a Foreign Language (EFL) at Quality Leadership University, Panama. Our objective was to prove that instrumental motivation is more prevalent among students learning English as a Foreign Language in Panama. Although cultural awareness is very much present in the EFL classroom, it too plays a major role with English Language Learners (ELLs). This is a quantitative research study which includes a questionnaire classifying twenty motivational statements into two types of motivation, integrative and instrumental. The study revealed that instrumental motivation was more prevalent among English language learners at Quality Leadership University, Panama. Albiet learning about new cultures has been the driving force with which students approach language learning and students in Panama are not the exception. We can thus conclude that instrumental motivation has been acknowledged as the significant factor by students surveyed and the interest in specific language learning for career advancement, whereas integrative motivation is linked to more general second language acquisition for the benefit of cultural integration.

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Investigating negotiation of meaning in EFL children with very low levels of proficiency

International Journal of English Studies ◽

10.6018/ijes/2015/1/203751 ◽

2015 ◽

Vol 15 (1) ◽

pp. 1 ◽

Cited By ~ 12

Author(s):

Amparo Lázaro ◽

Raúl Azpilicueta

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Foreign Language ◽

Negotiation Of Meaning ◽

Beneficial Effects ◽

Adults And Children ◽

Low Levels ◽

Conversational Interactions ◽

Learning English

<p>Numerous studies hold that interaction has beneficial effects on second language acquisition among adults and children in second language contexts. However, data from children learning English as a foreign language are still unavailable. In order to fill this research niche, this study examines the conversational interactions of 8 pairs of young (ages 7-8) learners of English as a foreign language while playing a game in the classroom. The objective is to document which conversational strategies these learners use and to compare them to those previously reported for other populations. The analysis of our data shows that these children negotiate significantly less than other populations but use a variety of strategies to negotiate for meaning. Also, they resort to the L1 on some occasions and use explicit correction quite often. In light of these results we will argue in favour of using these types of interactive activities in the classroom.</p>

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Motivational Factors for Learning English as a Second Language Acquisition in Canada

Higher Education Studies ◽

10.5539/hes.v11n1p160 ◽

2021 ◽

Vol 11 (1) ◽

pp. 160

Author(s):

Shahla Sattar Khan ◽

Mehmet Takkac

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Demographic Data ◽

Educational Status ◽

Demographic Characteristics ◽

Motivational Factors ◽

Cross Sectional ◽

New Immigrants ◽

Learning English

New immigrants' arrival in any country indeed brings new challenges to settle in the country. Learning the language of a new country is one of the major hassles in settling and starting a new life. In Canada, new immigrants must learn English as a second language because English is an official language and is also used day to day in almost all provinces except for a few states where the French language is more acceptable compared to English. Learning English requires motivation and there are some barriers in learning. Thus, this study addresses these barriers and assesses what motivational factors are there for new immigrants to learn English. It was a cross-sectional quantitative study conducted at a poly-cultural center, and Canada from June-2018 to December-2018. A total of 325 participants who registered and gave consent were included in this study. The results showed that factor 1 (Desire for career and economic enhancement) is significantly associated with age groups (P=0.001), gender (0.001), educational status (P=0.012), and time in Canada (P=0.027). Factor 2 (Desire to become a global citizen) is not significantly associated with all demographic data except for gender (P=0.027). Factor 3 (Desire to communicate and affiliate with foreigners) shows an association with all other demographic characteristics, except for gender (P=0.63), nationality (P=0.568), and educational status (P=0.091). In factor 4 (Desire for self-satisfaction), only educational status (P=0.046) has a significant association. Factor 5 (self-efficacy) and factor 6 (Desire to be integrated with other cultures) do not show any significant association with any demographic characteristics. In conclusion, the main motivating factors for new immigrants learning English as a second language acquisition is the desire for career and economic enhancement and the desire to communicate and affiliate with foreigners.

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