Non-linguistic Factors in Classroom Foreign Language Performance
Non-linguistic Factors in Classroom Foreign Language Performance
Author(s): Marya TsvetkovaSubject(s): Social Sciences, Language and Literature Studies, Education, Foreign languages learning, Applied Linguistics, Language acquisition, Preschool education, School education, Vocational Education, Adult Education, Higher Education , Inclusive Education / Inclusion
Published by: Национално издателство за образование и наука „Аз-буки“
Keywords: foreign language performance; motivation; anxiety; task-based assessment; sociocultural approach
Summary/Abstract: Applied linguistics has come under the sway of two seemingly antithetic views – one prioritizing the social, the other – bringing to the fore the individual dimension. The present paper is aimed at revisiting foreign language evaluation from a dialectical perspective which allows for providing insights into the role of affective factors. It reports on a socially-situated investigation of language performance that accounts for students’ motivation and anxiety conceived of here as symbolic resources. A total of 50 high-school learners of English filled in R. Gardner’s Attitude / Motivation Test Battery (AMTB) at two points in time and participated in a quasi-experimental study. A pre-test – post-test control group design was employed. The findings furnish evidence of the significant effect of increasing L2 motivation and alleviating anxiety on classroom L2 achievement.
Journal: Педагогика
- Issue Year: 91/2019
- Issue No: 6
- Page Range: 848-870
- Page Count: 23
- Language: English
- Content File-PDF