Acknowledgements Introduction PART ONE - BACKGROUND Introduction 1. Second language acquisition research: an overview PART TWO - THE DESCRIPTION OF LEARNER LANGUAGE Introduction 2. Learner errors and error analysis 3. Developmental patterns: order and sequence in second language acquisition 4. Variability in learner language 5. Pragmatic aspects of learner language PART THREE - EXPLAINING SECOND LANGUAGE ACQUISITION: EXTERNAL FACTORS Introduction 6. Social factors and second language acquisition 7. Input and interaction and second language acquisition PART FOUR - EXPLAINING SECOND LANGUAGE ACQUISITION: INTERNAL FACTORS Introduction 8. Language transfer 9. Cognitive accounts of second language acquisition 10. Linguistic universals and second language acquisition PART FIVE - EXPLAINING INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE ACQUISITION Introduction 11. Individual learner differences 12. Learning strategies PART SIX - CLASSROOM SECOND LANGUAGE ACQUISITION Introduction 13. Classroom interaction and second language acquisition 14. Formal instruction and second language acquisition PART SEVEN - CONCLUSION Introduction 15. Data, theory, and applications in second language acquisition research Glossary Bibliography Author index Subject index

第二语言习得研究 = The study of second language acquisition

A Theory Of Achievement Motivation

This study explores the relationships between learner autonomy (LA), self-directed learning (SDL), goal commitment (GC) and academic achievement in English and also examines the scores which Turkis...

‘Am I aware of my roles as a learner?’ the relationships of learner autonomy, self-direction and goal commitment to academic achievement among Turkish EFL learners

1 PhD in Educational Psychology, Department of Psychology, Islamic Azad University, Babol Branch, Babol, Iran 2 Assistant Professor, Department of Psychology, Islamic Azad University, Ahvaz Branch, Ahvaz, Iran 3 PhD in Educational Psychology, Department of Psychology, Teaching and Research Branch, Tehran, Iran * Corresponding author: Alireza Sangni, Assistant Professor, Department of Psychology, Islamic Azad University, Ahvaz Branch, Ahvaz, Iran. E-mail: sangany.psycho@gmail.com

Effectiveness of Group Counseling based on Resiliency on Stress and Aggression in Female Nurses of Ganjavian Hospital

This study aims to unravel what foremost students learning objectives and expected learning environment as well as to investigate how these two aspects might affect learning motivation. Both quantitative and qualitative research approaches were applied, and the data were collected from questionnaires and interviews. The questionnaire was distributed to 122 students, and the interview session covered eight students. Data from the questionnaire showed that 64.5% of students responded to ‘always’ for future job opportunities, 43.4% for understanding journals, 36.9 for scholarly needs, 36.9% for English as a prestigious language, around 36.2% for becoming a lecturer, 29% for going abroad, and 28.1% for parents’ suggestion. Regarding the learning environments, it was discovered that 67.7% of students responded as ‘strongly agreed’ for teachers should be friendly, 52.9% for opportunities to express opinions, 52.5% for various teaching activities materials, and about 41% for the use of L1 (Indonesian language) in teaching. Moreover, the study showed that learning objectives affect motivation because English was believed for a better future opportunity, for academic requirements such as understanding journals, and for passing standardized test regulation. It was furthermore considered as prestigious and valued for the economy, learned to know its interesting cultures, deemed an attractive language through teachers’ modeling, opened more overseas opportunities as to it is an international language, and parents saw it as a ‘blessing’ to learn. The study also explained that learning environments were influenced by teachers’ personality, teaching methods and materials, and an expectation of a ubiquitous language.

/pdf/learning-objectives-and-environments-how-do-they-affect-v4kzigft9m.pdf

Learning objectives and environments: How do they affect students’ motivation in English language learning?

Achievement motivation as one of the most important parts in learning motivation indicates a concern with success in competition with some standard of excellence. Learners who are highly motivated to learn a language are likely to use a variety of strategies. Besides achievement motivation, goal setting, a very important cognitive mediator between motivational antecedents and motivational behaviour, becomes another variable influencing learners’ strategy use. Therefore, the current study will focus the influence of achievement motivation and goal setting on learners' strategy use, aiming to deal with (1) the typical types of learning strategies held by the college students under investigation; (2) effect of different levels of achievement motivation on the use of learning strategies; (3) the relationship among goal-setting, learning strategies and achievement motivation. The results show that compensation and metacognitive strategies are reported as being used the most frequently, followed by cognitive and affective strategies, while the three least frequently used individual strategies involve “use words differently”, “start L2 conversation”, and “ask for native’s help”. Concerning the relationship between achievement motivation and strategy use, motive to achieve success (Ms) is positively and significantly correlated with four of the six types of learning strategies, i.e. cognitive, metacognitive, affective and social strategies. On the contrary, motive to avoid failure (Mf) is negatively but not significantly correlated with all the strategies. With regard to goal-setting and strategy use, the study shows that all six learning strategies are significantly correlated with goal-setting except affective strategies. As to relationship between goal-setting and achievement motivation, motive to achieve success (Ms) has significant positive relations with three levels of goal-setting, while motive to avoid failure (Mf) is positively related to “short-term goal” and “mastery goal”.

/pdf/a-correlation-study-among-achievement-motivation-goal-4ulllz9zn0.pdf

A Correlation Study among Achievement Motivation, Goal-Setting and L2 Learning Strategy in EFL Context.

Streaming media like Netflix has become a mainstream trend for people to have fun and relax during the Covid-19 pandemic, and numerous studies found that college students and millennials account for a large group who binge-watch television programmes. Hence, understanding university students’ motive for binge-watching is timely, especially during the Covid-19 lockdown period, when there is a lack of studies on this phenomenon. Thus, this study aims to examine the motives that influence Netflix binge-watching behaviour among university students. The study utilised the Uses and Gratifications (U&G) Theory, and three motives, namely ‘entertainment’, ‘social interaction’ and ‘escape’ were deduced from the theory. The study adopted a quantitative research approach using an online survey method. A total of 150 valid responses were collected through the purposive sampling technique, and the results were analysed using correlation and regression analysis. The findings through the Pearson’s correlations indicated that ‘entertainment’ has a positive and strong relationship with Netflix binge-watching behaviour, while ‘social interaction’ and ‘escape’ motives have a positive but moderately significant relationship with the binge-watching behaviour. Regression analysis further showed that only ‘entertainment’ and ‘social interaction’ were the predictors of binge-watching behaviour; however, ‘escape’ was not a predictor. This study also contributes to the U&G Theory as well as the literature on the youth’s media consumption, particularly during the Covid-19 lockdown period, for it benefits the parents, video streaming service providers and government in understanding the motives that influence binge-watching among youths; thus, strategies can be implemented to avoid excessive binge-watching behaviour during the lockdown which leads to negative social media outcomes.

Jing Han

Papers

A Correlation Study among Achievement Motivation, Goal-Setting and L2 Learning Strategy in EFL Context.

Predictions of Netflix Binge-watching Behaviour among University Students during Movement Control Orde