Individual variation in second-language acquisition: Difference between revisions

Revision as of 06:55, 30 November 2018

Revision as of 07:06, 30 November 2018

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==Affective factors==

Affective factors relate to the learner's emotional state and attitude toward the target language. Research on affect in language learning is still strongly influenced by [[Bloom's taxonomy]], which describes the affective levels of receiving, responding, valuing, organization, and self-characterization through one's value system. It has also been informed in recent years by research in [[neurobiology]] and [[neurolinguistics]]. A research study conducted by Ni (2012), was interested in the role that affective factors played in second-language acquisition (SLA).<ref name=":0">{{cite journal |last1=Ni |first1=Hui |title=The effects of affective factors in SLA and pedagogical implications |journal=Theory and Practice in Language Studies |date=2012 |volume=2 |issue=7 |pages=1508-1513 |doi=10.4304/tpls.2.7.1508-1513 |url=https://pdfs.semanticscholar.org/8d1a/804def9080d8055ef2d673c00212eca4bde8.pdf |accessdate=29 November 2018}}</ref> Additionally, she wanted to know how to apply this knowledge to the context of an educational setting. For example, many instructors want to create lessons for students that facilitate the process of learning a new foreign language. The study Ni (2012) conducted sought to find what important skills students could implement in their SLA pursuits.<ref name=":0" /> A 10-item questionnaire was administered to 50 students enrolled in the Foreign Language Department at Heze University in China. The questions collected data on participants’ English fluency, affective factors influence in their SLA, and the preferred method of feedback from their instructor. The main findings displayed how affective factors (e.g. motivation, self-confidence, and anxiety) may advance the acquisition of English as a second language.<ref name=":0">{{cite journal |last1=Ni |first1=Hui |title=The effects of affective factors in SLA and pedagogical implications |journal=Theory and Practice in Language Studies |date=2012 |volume=2 |issue=7 |pages=1508-1513 |doi=10.4304/tpls.2.7.1508-1513 |url=https://pdfs.semanticscholar.org/8d1a/804def9080d8055ef2d673c00212eca4bde8.pdf |accessdate=29 November 2018}}</ref> By using this knowledge, teachers can strengthen their students’ emotional states and create a more welcoming class environment. In doing so, students may be able to acquire a second language more effectively.

===Affective Filter===