How I see it: An exploratory study on attributions and emotions in L2 learning
Journal Title: Studies in Second Language Learning and Teaching - Year 2018, Vol 8, Issue 3
Abstract
Learners’ attributions have received increasing attention in second/foreign language (L2) learning. Studies have shown that how learners attribute their performance influences not only their self-efficacy, motivation, and goal attainment but also their emotions (Hsieh, 2012; Hsieh & Kang, 2010; Hsieh & Shallert, 2008; Weiner, 2000, 2014). This exploratory study investigated how Japanese adult learners of L2 English attributed changes in their L2 learning attitudes and motivation through a 10-week TOEIC preparation program. It also examined emotions expressed in their attributional statements and the differences between learners with lower and higher L2 proficiency. A content analysis of open-ended questionnaire responses suggested eight attributional categories: perceived L2 improvement, enjoyment, positive feelings, increased L2 exposure, realization of L2 needs and importance, effective L2 instruction, and praise from the teacher for positive changes in attitudes and/or motivation and perceived inefficient L2 skills for negative changes in attitudes and/or motivation. Enjoyment was an emotion the most frequently mentioned by both groups while other emotions, such as joy, happiness, and disappointment, were expressed only by the beginner learners. These results offer important implications for L2 pedagogy and prospects for further research in the area.
Authors and Affiliations
Sachiko Nakamura
Keywords
Related Articles
- EP ID EP368176
- DOI 10.14746/ssllt.2018.8.3.2
- Views 106
- Downloads 0
Getting to the bottom of L2 listening instruction: Making a case for bottom-up activities
This paper argues for the incorporation of bottom-up activities for English as a foreign language (EFL) listening. It discusses theoretical concepts and pedagogic options for addressing bottom-up aural processing in the...
Not so individual after all: An ecological approach to age as an individual difference variable in a classroom
The main goal of this paper is to analyze how the age factor behaves as an alleged individual difference (ID) variable in SLA by focusing on the influence that the learning context exerts on the dynamics of age of onset...
Transitional woes: On the impact of L2 input continuity from primary to secondary school
In this paper, we discuss the problem of articulation between levels in the educational system, as the transition from a rather more communicative, contentbased and holistic approach to English as a foreign language (EFL...
Tracing intercultural and interlinguistic moves within and beyond student mobility programmes: The case of the IEREST project
The paper presents the core aims and objectives of the teaching materials developed within the IEREST (Intercultural Education Resources for Erasmus Students and their Teachers) project, and shows how the innovative appr...
Korean language learning demotivation among EFL instructors in South Korea
Studies investigating the motivation of L1 speakers of English to learn the national language of the host society they currently reside in remain rare, despite the exponential growth of such individuals residing in these...