* Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications: Zoltan Dornyei. * Why Are You Learning a Second Language? Motivational Orientations and Self--Determination Theory (Language Learning, 2000, 50/1, 57--85): Kimberly A. Noels, Luc G. Pelletier, Richard Clement and Robert J. Vallerand. * The Role of Gender and Immersion in Communication and Second Language Orientations (Language Learning, 2000, 50/2, 311--341): Susan C. Baker and Peter D. MacIntyre. * Learning Spanish as a Second Language: Learners' Orientations and Perceptions of Their Teachers' Communication Style (Language Learning, 2001, 51/1, 107--144): Kimberly A. Noels. * Sex and Age Effects on Willingness to Communicate, Anxiety, Perceived Competence, and L2 Motivation Among Junior High School French Immersion Students (Language Learning, 2002, 52/3, 537--564): Peter D. MacIntyre, Susan C. Baker, Richard Clement and Leslie A. Donovan. * Attitudes, Motivation, and Second Language Learning: A Meta--Analysis of Studies Conducted by Gardner and Associates (Language Learning, 2003, 53/1): Anne--Marie Masgoret and Robert C. Gardner.

Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications

This study aims at investigating Malaysian students' attitudes toward Arabic and the impact it has on their first language and cultural identity. It also aims at exploring their attitudes toward the factors that have influenced their decision to study Arabic. In addition, the study attempts to explore their attitudes toward the courses they attend to learn this language. The sample of the study consists of (105) male and female students from two universities in the first-, second-, third- and fourth- academic years. The instrument used is a questionnaire which comprises (38) items developed to achieve the aims of the study. Results reveal that the students are more inclined to bilingualism and that they are more integratively motivated to study Arabic as a second language. They also reveal that there are many factors which make them more instrumentally and more integratively motivated. In addition, the results show no significant differences in the students' responses to the two motivational dimensions related to sex, parents' proficiency in Arabic, and level of study. However, they show a significant difference related to total grade average in the instrumental type of motivation. And finally, positive attitudes are shown toward the Arabic courses.

Attitudes and Motivation in Second Language Learning

THE PHENOMENON OF MULTILINGUALISM is as old as humanity, but multilingualism has been catapulted to a new world order in the 21st century. Social relations, knowledge structures, and webs of power are experienced bymany people as highly mobile and interconnected—for good and for bad—as a result of broad sociopolitical events and global markets. As a consequence, today’s multilingualism is enmeshed in globalization, technologization, and mobility. Communication and meaning-making are often felt as deterritorialized, that is, lived as something “which does not belong to one locality but which organizes translocal trajectories and wider spaces” (Blommaert, 2010, p. 46), while language use and learning are seen as emergent, dynamic, unpredictable, open ended, and intersubjectively negotiated. In this context, increasingly numerous and more diverse populations of adults and youth become multilingual and transcultural later in life, either by elective choice or by forced circumstances, or for a mixture of reasons. They must learn to negotiate complex demands and opportunities for varied, emergent competencies across their languages. Understanding such learning requires the integrative consideration of learners’ mental and neurobiological processing, remembering and categorizing patterns, and momentto-moment use of language in conjunction with a variety of socioemotional, sociocultural, sociopolitical, and ideological factors. The field of second language acquisition (SLA) seeks (a) to understand the processes by which school-aged children, adolescents, and adults learn and use, at any point in life, an additional language, including second, foreign,

A Transdisciplinary Framework for SLA in a Multilingual World

@contents: Selected Contents: Chapter 1 Parts and goals of a listening and speaking course The four strands A commonsense justification of the four strands Learning through listening and reading Learning through speaking and writing Language-focused learning Becoming fluent in listening, speaking, reading and writing Balancing the four strands Integrating the four strands Principles and the four strands Learning goals Chapter 2 Beginning to listen and speak in another language What should they learn? How should the teaching and learning be done? Practising sentence patterns Guiding listening and speaking Techniques for early meaning-focused speaking Planning a listening and speaking programme for beginners Chapter 3 Listening Listening and language learning Advanced listening: Notetaking How to take notes Learning how to take notes Monitoring notetaking Monitoring meaning focused listening Chapter 4 Learning through interaction and negotiation Encouraging negotiation Using written input to encourage negotiation Using information distribution to encourage negotiation Factors affecting the amount and type of negotiation Using learner training to encourage negotiation Monitoring negotiation Learning through non-negotiated interaction Understanding language teaching tasks: Ranking What is a ranking task? Method steps What can you use ranking tasks for? How can you make and prepare for ranking tasks? What material can you base ranking tasks on? Monitoring a ranking task Monitoring learners beginning to speak Chapter 5 Learning through pushed output Pushed output Pushing output Formal speaking The nature of formal speaking Teaching formal speaking A process approach to formal speaking Guidelines for presenting a formal talk Chapter 6 Pronunciation The place of form focused pronunciation instruction Factors affecting the learning of another sound system Procedures and techniques Fitting pronunciation into a course Monitoring pronunciation Chapter 7 Deliberate teaching The value and limits of language-focused learning Deliberate vocabulary learning The requirements of language-focused vocabulary instruction Techniques and procedures Deliberate grammar learning The causes of error The effect of correction Correction procedures Fitting language-focused learning into a course Chapter 8 Dictation and related activities Dictation Pre-dictation exercises Variations of dictation Related techniques Monitoring dictation Dicto-comp Related techniques Chapter 9 Developing fluency The nature of fluency Fluency and accuracy Developing fluency Designing fluency activities Fitting fluency into a course Developing fluency in listening and speaking Techniques for developing fluency in listening Techniques for developing fluency in speaking Monitoring fluency tasks Chapter 10 Testing Monitoring progress Testing listening and speaking Listening tests Speaking tests Appendix 1 The survival syllabus Appendix 2 The most useful words for beginning graded reading Appendix 3 Topic types Appendix 4 Topics for listening and speaking

https://repository.bbg.ac.id/bitstream/611/1/Teaching_ESL_EFL.pdf

Teaching ESL/EFL Listening and Speaking

Second language anxiety has a debilitating effect on the oral performance of speakers of English as a second language. This article describes a research project concerning the conceptualization of second language speaking anxiety, the relationship between anxiety and second language performance, and the major reported causes of second language anxiety. The participants in this study were advanced English for academic purposes (EAP) students studying on intensive EAP courses immediately prior to entering Australian universities (N = 275). The second language speaking anxiety scale (SLSAS) was developed for the study. This instrument provided evidence for a dual conceptualization of anxiety reflecting both oral communication within and outside the language learning classroom. The scale was validated using confirmatory factor analysis. The analysis indicated second language speaking anxiety to be a significant predictor of oral achievement. Reported causes of anxiety were investigated through interviews. The...

http://sla.sjtu.edu.cn/thesis/Anxiety%20and%20Speaking%20English%20as%20a%20Second%20Language.pdf

Anxiety and Speaking English as a Second Language

Willingness to communicate (WTC) is emerging as a concept to account for individuals’ first language (L1) and second language (L2) communication. This study examined relations among L2 learning and L2 communication variables in the Japanese English as a foreign language context using the WTC model and the socioeducational model as a framework. A L2 communication model was constructed and tested using AMOS version 4.0, with a sample of 297 Japanese university students. In the model, a latent variable, international posture, was hypothesized to capture the general attitude toward the international community and foreign language learning in Japan. From structural equation modeling, it appeared that international posture influences motivation, which, in turn, influences proficiency in English. Motivation affected self-confidence in L2 communication which led to willingness to communicate in a L2. In addition to this indirect path, a direct path from international posture to WTC in a L2 was significant. The model’s fitness to the data was good, which indicates the potential for using the WTC and other constructs to account for L2 communication.

Willingness to Communicate in a Second Language: The Japanese EFL Context

This article investigates results and antecedents of willingness to communicate (WTC) in a second Language (L2) through 2 separate investigations conducted with Japanese adolescent learners of English. In the first investigation, involving 160 students, a model was created based on the hypothesis that WTC results in more frequent communication in the L2 and that the attitudinal construct international posture leads to WTC and communication behavior. This model was tested with structural equation modeling and was found to fit the data well. The second investigation with 60 students who participated in a study-abroad program in the United States confirmed the results of the first. Finally, frequency of communication was shown to correlate with satisfaction in interpersonal relationships during the sojourn.

The Influence of Attitudes and Affect on Willingness to Communicate and Second Language Communication

The impact of learning contexts on proficiency, attitudes, and L2 communication: Creating an imagined international community

Recently, situated willingness to communicate (WTC) has received increasing research attention in addition to traditional quantitative studies of trait-like WTC. This article is an addition to the ...

Tomoko Yashima

Papers

Willingness to Communicate in a Second Language: The Japanese EFL Context

The Influence of Attitudes and Affect on Willingness to Communicate and Second Language Communication

The impact of learning contexts on proficiency, attitudes, and L2 communication: Creating an imagined international community

Situated willingness to communicate in an L2: Interplay of individual characteristics and context

The effects of international volunteer work experiences on intercultural competence of Japanese youth