The Relationship between Learnerss Affective Variables and Second Language Achievement

2016 ◽  
Author(s):  
Fakieh Alrabai ◽  
Christo Moskovsky
Keyword(s):  
Second Language ◽  
Language Achievement ◽  
Affective Variables ◽  
The Relationship

SECOND LANGUAGE ANXIETY AND ACHIEVEMENT

2019 ◽  
Vol 41 (2) ◽  
pp. 363-387 ◽  
Author(s):  
Yasser Teimouri ◽  
Julia Goetze ◽  
Luke Plonsky
Keyword(s):  
Second Language ◽  
Practical Interest ◽  
Future Research ◽  
Moderating Effects ◽  
Language Achievement ◽  
Negative Role ◽  
Comprehensive Search ◽  
Target Languages ◽  
The Relationship

AbstractSecond language (L2) anxiety has been the object of constant empirical and theoretical attention for several decades. As a matter of both theoretical and practical interest, much of the research in this domain has examined the relationship between anxiety and L2 achievement. The present study meta-analyzes this body of research. Following a comprehensive search, a sample of 97 reports were identified, contributing a total of 105 independent samples (N = 19,933) from 23 countries. In the aggregate, the 216 effect sizes (i.e., correlations) reported in the primary studies yielded a mean of r = −.36 for the relationship between L2 anxiety and language achievement. Moderator analyses revealed effects sizes to vary across different types of language achievement measures, educational levels, target languages, and anxiety types. Overall, this study provides firm evidence for both the negative role of L2 anxiety in L2 learning and the moderating effects of a number of (non)linguistic variables. We discuss the findings in the context of theoretical and practical concerns, and we provide direction for future research.

Research meets practice

2016 ◽  
Vol 51 (3) ◽  
pp. 236-251 ◽  
Author(s):  
ZhaoHong Han
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
The Other ◽  
Research And Teaching ◽  
Research Findings ◽  
Instruction And Learning ◽  
The Relationship

At the recent CLTA-S2 conference, a spirited debate occurred between critics of second language acquisition (SLA) research and researchers who embraced it. Fascinating as it was, neither camp appeared to have convinced the other, but, more important, the debate left much of the audience flummoxed. In this paper, I intend to provide a follow-up, attempting to clarify a) the relationship between research and teaching in the context of Chinese as a second language (CSL), b) misunderstandings on the part of critics over research findings, and c) potential pitfalls in interpreting the SLA literature. My goal is to encourage, as well as contribute to, further communication between the two camps, for the ultimate good of CSL instruction and learning.

scholarly journals PROSES PEMEROLEHAN BAHASA: DARI KEMAMPUAN HINGGA KEKURANGMAMPUAN BERBAHASA

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Rohmani Nur Indah
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Development ◽  
Language Disorder ◽  
Applied Linguistics ◽  
Human Beings ◽  
Second Language Development ◽  
The Relationship

Studies on language acquisition become the pillar of Psycholinguistics as a branch of Applied Linguistics that deals with the relationship between human’s thought and language as well as how human beings comprehend, acquire and develop their language. Language acquisition does not merely involve children’s first or second language development, but also temporer language disorder –which does not belong to permanent language disorder. Deviation on language development to some extent gets little attention from psycholinguists. Most references on psychology of language discuss language disorder in general, whereas the current issues on this area are still rarely found. The following article deciphers what and how language acquisition can be done and cannot be completed.

scholarly journals Teaching Primary Student of Minority People about Vietnamese Personal Pronouns in Relation to Culture

2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Nguyen Thu Phuong
Keyword(s):  
Second Language ◽  
National Culture ◽  
Viet Nam ◽  
Personal Pronouns ◽  
Modern Culture ◽  
Teaching Language ◽  
Primary Student ◽  
The Relationship ◽  
Communication Culture ◽  
Minority People

Teaching primary student of minority people about Vietnamese personal pronouns as second language is very important in formatting and developing standard language in social communication. This is not only teaching language but also teaching Vietnamese communication culture to developing in social environment of minority people. This article refers to the standard deviation in using Vietnamese personal pronouns of primary student of minority people; the relationship between Vietnamese personal pronouns and communication culture; the difficulties in teaching primary student of minority people about Vietnamese personal pronouns and using Vietnamese personal pronouns relate to preserve national culture. Besides the development of modern culture, national integration on standard formal communicational language of society, preserving communicational culture of minority people is an important mission currently in case of “bilingualism” or “multilingualism” of Vietnamese minority people.  Keywords Personal pronouns, primary student, minority people, second language, culture References 1. Nguyễn Văn Chiến (1992), Sử dụng từ xưng hô, một biểu hiện của thế ứng xử của tiếng Việt, Tạp chí Ngôn ngữ và đời sống, số 6, Hà Nội.2. Trần Ngọc Thêm (1997), Tìm về bản sắc văn hoá Việt Nam. Nxb Tổng hợp TP. Hồ Chí Minh.3. Đoàn Văn Chúc (1997), Xã hội học văn hoá, Nxb Văn hoá Thông tin, Hà Nội.4. Trung tâm Từ điển học (1994), Từ điển tiếng Việt, Nxb Giáo dục, Hà Nội.5. Nguyễn Văn Khang (1998), Ngôn ngữ học xã hội - Những vấn đề còn để ngỏ, Nxb Khoa học xã hội, Hà Nội. 6. Trần Quốc Vượng (Chủ biên, 1996), Văn hoá học đại cương và cơ sở văn hoá Việt Nam. Nxb Khoa học xã hội, Hà Nội.7. Phan Ngọc (1994), Văn hóa Việt Nam và cách tiếp cận mới, NXB Văn hóa thông tin, Hà Nội.8. UNESCO (2003), Giáo dục trong một thế giới đa ngôn ngữ. Tài liệu về quan điểm giáo dục của UNESCO. http://unesdoc.unesco.org/images/0012/001297/129728VIEB.pdf. Truy cập ngày 20/6/2018.

scholarly journals SPOKEN AND WRITTEN REPRESENTATION OF NUMBER IN L2 CATALAN INDEFINITE DETERMINER PHRASES

2007 ◽  
Vol 21 (1) ◽  
pp. 321-350
Author(s):  
Liliana Tolchinski ◽  
Naymé Salas ◽  
Joan Perera
Keyword(s):  
Second Language ◽  
Literacy Instruction ◽  
First Language ◽  
Control Group ◽  
Similar Time ◽  
Language Background ◽  
Indefinite Article ◽  
L2 Learners ◽  
L1 Influence ◽  
The Relationship

The study explores the relationship that second language (L2) learners of Catalan establish between the spoken and the written representation of number inflection within an indefinite-article Determiner Phrase (DP); and it also addresses first language (L1) influence in this processo Five- to eight-year-olds, speakers of varieties of Chinese and Moroccan Arabic, with differing degrees of literacy instruction in their home countries —but similar time of residence in Catalonia— participated in the study. The children carried out individual semi-structured tasks designed to evaluate comprehension and production of changes in number inflections (un cotxe ‘a car’; uns cotxes ‘a-pl cars ’). Results showed that, irrespective of children’s language background, comprehension preceded production of singular and plural indefinite-article DPs; spoken representation was easier than written representation of number changes; and production of plural indefinite-article DPs was more difficult than its singular counterpart. Despite typological differences between the languages compared, both groups of L2 learners, even the Catalan control group, underwent similar processes.

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