Second Language Acquisition
This paper demystifies the role of affective and cognitive factors in the acquisition of the second language. It attempts to define some theories that explain success in second language learning within the formal system of education. The acquisition of a second language in any learning environment represents a wholesomely studied field, and its foundation that is based on psychology varying from one learner to another. Second language acquisition or learning is the process by which a person learns another language other than his or her native language (Hawkins, 2011). It is a scientific learning discipline that is devoted to studying the process. It is an applied linguistic subdiscipline that has gained a lot of …show more content…
However, it is argued that motivation is the main determinant of a new or a second language. On the basis of motivation model, research shows that it is the most common model. Significantly, the model is based on five attitudinal variables and their relationship with learning a second language. The variables are the attitude towards the situation of learning, internalization, integrative orientation, motivation, and instrumental orientation. The model depicts that attitude towards situations of learning and internalization are two correlated variables that support individual motivation to learn a second language. Therefore, motivation is what is responsible for the output in the learning of a second language. To make it more clear, the effects on attitudes towards the learning situation on the results and integration are indirect and act through motivation. This is what is defined as integrative motivation. It is a combination of motivation, attitude towards learning situation and internalization. According to Ingram (2012), motivation can predict a high percentage of performance in learning a second language, regardless of the strategies and factors that have been associated that highlight its importance. This has made it possible to include motivation among the factors that have a …show more content…
This variable has an overwhelming effect on oral communication performance. Besides, in psychology it’s seen either as a state, that is a temporary situation or as a trait, that is a personality trait that is relatively stable. Research in the language field has shown that learning a second language can be classified as a specific situation. Influence of anxiety caused by the second language acquisition is relatively recent as compared to the factors that affect the results of the second language. The anxiety that is brought about by the acquisition of a second language has the same perspective as any other form of anxiety. It may lead to difficulty in concentration, avoidance behavior, fear, worry and even tendencies to skipping classes and not doing assignments or homework. Anxiety affects the mental processing of language. This is because the thoughts related to anxiety create competition for mental resources. This eventually leads to deprivation of energy and storage for the tasks required for the processing of language. It is also accompanied by self-depreciating thoughts as stated above and these can be damaging to a person’s ability to acquire a new
This paper demystifies the role of affective and cognitive factors in the acquisition of the second language. It attempts to define some theories that explain success in second language learning within the formal system of education. The acquisition of a second language in any learning environment represents a wholesomely studied field, and its foundation that is based on psychology varying from one learner to another. Second language acquisition or learning is the process by which a person learns another language other than his or her native language (Hawkins, 2011). It is a scientific learning discipline that is devoted to studying the process. It is an applied linguistic subdiscipline that has gained a lot of …show more content…
However, it is argued that motivation is the main determinant of a new or a second language. On the basis of motivation model, research shows that it is the most common model. Significantly, the model is based on five attitudinal variables and their relationship with learning a second language. The variables are the attitude towards the situation of learning, internalization, integrative orientation, motivation, and instrumental orientation. The model depicts that attitude towards situations of learning and internalization are two correlated variables that support individual motivation to learn a second language. Therefore, motivation is what is responsible for the output in the learning of a second language. To make it more clear, the effects on attitudes towards the learning situation on the results and integration are indirect and act through motivation. This is what is defined as integrative motivation. It is a combination of motivation, attitude towards learning situation and internalization. According to Ingram (2012), motivation can predict a high percentage of performance in learning a second language, regardless of the strategies and factors that have been associated that highlight its importance. This has made it possible to include motivation among the factors that have a …show more content…
This variable has an overwhelming effect on oral communication performance. Besides, in psychology it’s seen either as a state, that is a temporary situation or as a trait, that is a personality trait that is relatively stable. Research in the language field has shown that learning a second language can be classified as a specific situation. Influence of anxiety caused by the second language acquisition is relatively recent as compared to the factors that affect the results of the second language. The anxiety that is brought about by the acquisition of a second language has the same perspective as any other form of anxiety. It may lead to difficulty in concentration, avoidance behavior, fear, worry and even tendencies to skipping classes and not doing assignments or homework. Anxiety affects the mental processing of language. This is because the thoughts related to anxiety create competition for mental resources. This eventually leads to deprivation of energy and storage for the tasks required for the processing of language. It is also accompanied by self-depreciating thoughts as stated above and these can be damaging to a person’s ability to acquire a new