Language Learning
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Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross‐Sectional and Longitudinal StudyAbstract This study presents a cross‐sectional and longitudinal analysis of how 108 high school students in English as a foreign language (EFL) classrooms enhanced the comprehensibility of their second language (L2) speech according to different motivation, emotion, and experience profiles. Students’ learning patterns were primarily associate...
Language Learning - Tập 68 Số 3 - Trang 709-743 - 2018
AN ANALYSIS OF DISCOMFORT, RISKTAKING, SOCIABILITY, AND MOTIVATION IN THE L2 CLASSROOMThis study investigated a causal model of second language learning. Particular attention was given to three situation‐specific constructs: Language Class Discomfort, Language Class Risktaking, and Language Class Sociability. It was theorized that voluntary Classroom Participation mediates the effect of Language Class Discomfort, Language Class Risktaking, Language Class Sociability, and St... ... hiện toàn bộ
Language Learning - Tập 36 Số 1 - Trang 1-25 - 1986
The Influence of Attitudes and Affect on Willingness to Communicate and Second Language CommunicationThis 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 <... ... hiện toàn bộ
Language Learning - Tập 54 Số 1 - Trang 119-152 - 2004
Willingness to Communicate in English: A Model in the Chinese EFL Classroom Context
Language Learning - Tập 60 Số 4 - Trang 834-876 - 2010
Motivational Mechanisms Underlying Second Language Achievement: A Regulatory Focus PerspectiveAbstract We tested a theoretical model that integrated regulatory focus, second language (L2) self‐guides, anxiety and enjoyment, eager and vigilant L2 use, and L2 achievement. We collected data from 324 students learning English as a foreign language. Structural equation modeling results showed that (a) the promotion focus positively predicted ideal selves, whereas... ... hiện toàn bộ
Language Learning - Tập 71 Số 2 - Trang 537-572 - 2021
Biases in Self‐Ratings of Second Language Proficiency: The Role of Language AnxietyPrevious studies have shown a strong link between participants' apprehension about communicating and their perception of communicative competence in both native (L1) and second (L2) languages. This apprehension may intensify when participants communicate in the L2, especially if they believe their level of L2 competence to be very low. This study examines perceived competence in an L2 as a... ... hiện toàn bộ
Language Learning - Tập 47 Số 2 - Trang 265-287 - 1997
L2 Reading Comprehension and Its Correlates: A Meta‐AnalysisThe present meta‐analysis examined the overall average correlation (weighted for sample size and corrected for measurement error) between passage‐level second language (L2) reading comprehension and 10 key reading component variables investigated in the research domain. Four high‐evidence correlates (with 18 or more accumulated effect sizes: L2 decoding, L2 vocabulary knowledge, L2 grammar... ... hiện toàn bộ
Language Learning - Tập 64 Số 1 - Trang 160-212 - 2014
The Effects of Simplified and Elaborated Texts on Foreign Language Reading ComprehensionLinguistic simplification of written texts can increase their comprehensibility for nonnative speakers but reduce their utility for language learning in other ways, for example, through the removal of linguistic items that learners do not know but need to learn. This study was conducted to test the hypothesis that elaborative modification observed in oral foreigner talk discourse, where re... ... hiện toàn bộ
Language Learning - Tập 44 Số 2 - Trang 189-219 - 1994
Orthographic and Cognitive Factors in the Concurrent Development of Basic ReadingSkills in English and PersianAccording to the “script dependent” hypothesis, accurate word recognition skills develop more slowly in languages with an irregular orthography, such as English, than in regular orthographies, such as Persian. According to the “central processing” hypothesis, basic reading skills in all languages are influenced primarily by underlying cognitive factors. These hypotheses were examined by st... ... hiện toàn bộ
Language Learning - Tập 49 Số 2 - Trang 183-217 - 1999
Size and Depth of Vocabulary Knowledge: What the Research ShowsWhen discussing vocabulary, a distinction is often made between size of vocabulary (number of known words) and depth of knowledge (how well those words are known). However, the relationship between the two constructs is still unclear. Some scholars argue that there is little real difference between the two, while regression analyses show that depth typically adds unique explanatory power c... ... hiện toàn bộ
Language Learning - Tập 64 Số 4 - Trang 913-951 - 2014
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