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    Second Language Motivation: Its Relationship to Noticing, Affect, and Production in Task-Based Interaction

    Cover for Second Language Motivation: Its Relationship to Noticing, Affect, and Production in Task-Based Interaction
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    View/Open: AlKhalil_georgetown_0076D_11390.pdf (3.8MB) Bookview

    Creator
    Al Khalil, Maymona Khalil
    Advisor
    Mackey, Alison
    Abstract
    Second language (L2) motivation has been characterized as a complex construct comprised of cognitive, affective, and behavioral components (Gardner, 1985, 2001, 2006). This research explored whether components of L2 motivation significantly related to cognitive, affective, and behavioral dimensions of task-based interaction - specifically, the cognitive dimension of noticing of recasts; the affective dimensions of task satisfaction, task relevance, and task difficulty; and the behavioral dimensions of accuracy, complexity, and fluency of L2 production. Second language motivation was operationalized in accordance with measures adapted from three qualitatively distinct theoretical conceptualizations: the traditionally investigated socio-educational model of second language acquisition (Gardner, 1985, 2001, 2006), the situated perspective of state motivation (Gardner & Tremblay, 1998; Julkunen, 1989, 2001; Tennant & Gardner, 2004; Tremblay, Goldberg, & Gardner, 1995), and the more recently proposed L2 motivational self-system (Dörnyei, 2005, 2009a). Forty-four intermediate learners of Arabic completed a motivation questionnaire, took part in a video-taped task-based interaction with a native speaker interlocutor, and then returned one day later for a stimulated-recall session addressing clipped episodes from their task-based interaction. Ratings of task satisfaction, task relevance, and task difficulty were obtained from participants after each of the six tasks used during interaction. Results indicated that attitudes towards the L2 community, a component of integrativeness in the socio-educational model, significantly predicted reported noticing of recasts. Also, state motivation significantly correlated with task satisfaction and task relevance. As for L2 production, the aggregate construct of motivation, as defined by the socio-educational model, significantly predicted accuracy, complexity, and fluency in four participants, the two most-motivated and the two least-motivated in the sample. No measures from the L2 motivational self-system were found to be associated with noticing of recasts or L2 production. Thus, in addition to empirically confirming important associations between L2 motivation and cognitive, affective, and behavioral dimensions of task-based interaction, the results highlighted the superior sensitivity of socio-educational measures in identifying meaningful relationships with L2 motivation in learners of Arabic as a foreign language.
    Description
    Ph.D.
    Permanent Link
    http://hdl.handle.net/10822/558134
    Date Published
    2011
    Subject
    Arabic; Needs Analysis; Recast; Second Language Motivational Self-System; Socio-Educational Model of SLA; State Motivation; Linguistics; Language and languages; Study and teaching; Language, Linguistics; Foreign Language Instruction;
    Type
    thesis
    Embargo Lift Date
    2015-05-17
    Publisher
    Georgetown University
    Extent
    200 leaves
    Collections
    • Graduate Theses and Dissertations - Linguistics
    Metadata
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    Georgetown University Seal
    ©2009 - 2022 Georgetown University Library
    37th & O Streets NW
    Washington DC 20057-1174
    202.687.7385
    digitalscholarship@georgetown.edu
    Accessibility