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                                            Advances in Social Science, Education and Humanities Research, volume 443
                                        International Conference on Science and Education and Technology (ISET 2019)
                       Second/Foreign Language Learning from the 
                             Socio-Psychological Perspective and the 
                                  Implications in Language Classroom 
                                                                           Latifa Ika Sari 
                                                                      Politeknik Ilmu Pelayaran 
                                                                        Semarang, Indonesia 
                                                                       Latifa.ika@gmail.com 
                        Abstract-Learning  a  foreign  or  second  language           terms sometimes are used interchangeably.his paper 
                    involves  a  complicated  process,  in  which  there  are         is  aimed  to  discuss  three  prominent  experts  with 
                    many factors interrelated and contribute to the success           their  theories  which  are  related  to  the  second 
                    and the failure of the learning. This paper attempts to           language  acquisition  or  learning  from  the  socio-
                    discuss three prominent theories which are related to             psychological perspectives. The writer will discuss 
                    the  second  language  acquisition  from  the  socio-             Gardner’s  Socio-Educational  Model  of  Second 
                    psychological perspective. The author will discuss and            Language  Acquisition,  Krashen’s  Affective  Filter 
                    summarize  the  Socio-Educational  Model  of  Second              Hypothesis,  and  Dörnyei’s  L2  Motivational  Self-
                    Language  Acquisition  of  Gardner,  Affective  Filter            System. 
                    Hypothesis  of  Krashen,  and  L2  Motivational  Self-
                    System of Dörnyei. The theories have brought valuable                  II. GARDNER’S THEORY OF SOCIO-
                    insights for language teachers that they must be aware                  EDUCATIONAL MODEL OF SECOND
                    of   the  socio-psychological  aspects  that  have  a                          LANGUAGE ACQUISITION 
                    significance  influence  on  the  learners’  language 
                    achievement.                                                          Gardner’s theory of Socio-Educational Model of 
                                                                                      Second Language Acquisition is considered highly 
                    Keywords:        second/foreign language learning,                influential in its field. Many scholars developed their 
                    psychology, motivation, anxiety, self-confidence                  concept  from  Gardner’s  model.  Gardner  puts 
                                     I.  INTRODUCTION                                 ‘motivation’ as the central importance of language 
                         Learning a Second or Foreign language involves               achievement.  According  to  this  model,  when  a 
                    a  very  complicated  process.  There  are  various               person  learns  a  second  language,  there  are 
                    factors which influence learners’ language learning.              components  of  ability  and  motivation  which  are 
                    An  English  class  might  consist  of  students  with            involved and the best way to view the motivation 
                    similar characteristic on age and intelligence. Even              component  is  from  the  social  psychological 
                    though they receive exactly the same treatment and                perspective.  Gardner  admitted  that  to  provide  a 
                    teaching materials, the result of their learning can be           simple  and  clear  definition  of  motivation  was 
                    different.  Some  students  may  excel  others,  while            difficult. However, he referred to Keller’s definition 
                    some students may become underachiever.                           that motivation is considered as the choices people 
                                                                                      make in their experience to achieve certain goals. It 
                         Many experts argue that beside cognitive factors,            also refers to the degree of effort that they will give 
                    psychological factors have a substantial role in the              to achieve the goals (Gardner, 2010).  
                    acquisition or learning process of a second or foreign 
                    language.  
                         According  to  Krashen  (2009),  learning  and 
                    acquisition  are  two  different  terms.  Acquisition  is 
                    considered  as  a  subconscious  process.  Individuals 
                    are  aware  that  they  are  using  the  language  for 
                    communication, but they are not aware that they are 
                    acquiring language. On the other hand, learning is a 
                    conscious  effort  from  individuals  to  obtain 
                    knowledge  and  skills  of  a  second  or  foreign 
                    language. Individuals learn the rules so that they are            Figure 1. Gardner's socio-psychological model 
                    aware  of  them  and  can  discuss  them  (Krashen,               (in Taie and Afshari, 2015 
                    2009). Even though the two terms are different, there 
                    are  many  theories  and  principles  in  the  second                 The most important concept proposed by Gardner 
                    language acquisition that are used in the context of              is  his  notion  about  integrativeness  or  integrative 
                    second or foreign language learning. Thus, the two                motivation that affects the learners’ achievement of 
                                                                                      language  learning.  Integrative  motivation  is  often 
                                                 Copyright © 2020 The Authors. Published by Atlantis Press SARL.
                     This is an open access article distributed under the CC BY-NC 4.0 license -http://creativecommons.org/licenses/by-nc/4.0/.    411
                                                    Advances in Social Science, Education and Humanities Research, volume 443
                        contrasted to instrumental motivation.                                         Situation’  would  not  have  a  direct  impact  on  the 
                                                                                                       second language acquisition. However, they become 
                             The  former  refers  to  someone’s  willingness  to                       a  stepping  stone  for  the  individual's  motivation  to 
                        learn a language because the person likes to be valued                         learn  the  language.  Originally,  in  formulating  the 
                        as  a  part  of  the  language  community  and  to  have                       concept  of  motivation,  Gardner  focuses  on 
                        communication with the people of another culture.                              motivational  intensity  which  shows  students’ 
                        While the latter refers to more practical reasons. For                         determination in learning a second language. He soon 
                        example, someone learns a second language to get a                             realizes  that  motivation  deals  with  more  than  just 
                        scholarship,  to  pass  an  examination  or  to  get                           intensity and added another component to motivation 
                        promotion at work. 
                                                                                                       which is ‘the desire to learn the language’. He also 
                             Gardner  learned  that  in  the  Canadian  context,                       realizes  that  learners  who  perceive  that  second 
                        students  are  more  motivated  to  learn  a  second                           language  learning  is  important  and  beneficial  will 
                        language because they wanted to become part of a                               have a high motivation to learn the language.  
                        social     community.  In  other  words,  students’                            The other factor that investigated by Gardner was the 
                        integrative motivation will be more effective to boost                         instrumental  orientation,  which  refers  to  the 
                        students’ willingness to learn a language. According                           willingness of studying the second language for the 
                        to Gardner, motivation consists of the learners’ effort                        practical  benefits.  For  example,  someone  wants  to 
                        and their desire to reach their learning objectives. It                        study a foreign language so that he will be promoted 
                        also involves their positive attitudes towards learning                        to  a  higher  position  in  his/her  work  place.  The 
                        a    language  (Gardner,  1985).  Thus,  Gardner 
                        categorizes three components of motivation: learners’                          person’s  orientation  then  can  influence  his/her 
                        desire  to  learn  the  language  (the  integrativeness),                      language achievement. Another aspect mentioned by 
                                                                                                       Gardner was anxiety in which, unfortunately, he did 
                        learners’ attitudes toward learning the language, and                          not explain further about.  
                        motivational intensity.                                                             Gardner does not claim that his model was the 
                             Gardner  further  elaborates  that  integrativeness                       only type of motivational model of language learning 
                        refers  to  a  learner's  reason  in  learning  a  language                    nor the most effective model of motivation in SLA. 
                        which is to mingle with people from the language                               However, he suggests that to make language learning 
                        community.  Integrative  motivation,  together  with                           more effective, a person must identify himself with 
                        other aspects, can influence an individual’s language                          the  other  language  community,  must  perceive  that 
                        achievement.                                                                   learning the language is important and beneficial for 
                             Gardner depicts his notion into a diagram entitled                        him/her, and must be motivated to learn the language. 
                        the  Socio-Educational  Model  of  Second  Language                            The three characteristics show that the person has a 
                        Acquisition.  The  model  has  been  undergone  some                           high integrative motivation.  
                        revisions and the latest version is shown in Figure 1. 
                                                                                                            Gardner’s theory has a lot of contribution to the 
                             Gardner argues that integrativeness and learners’                         field  of  teaching  English  as  a  second/foreign 
                        attitudes  toward  the  learning  situation  have  strong                      language.  However, it is  important  to  note  that  in 
                        correlation and contribution to motivation in learning                         some  cases,  Gardner’s  theory  is  not  applicable. 
                        a second language. The motivation is then combined                             Gardner’s model was built in the context of Canada 
                        with the language aptitude and other related factors.                          which is a bilingual country with a lot of immigrants 
                        Together  they  affect  the  learners’  language                               speaking their own languages. Therefore, the concept 
                        performance.  Based  on  Gardner’s  model,  it  is                             of integrative motivation becomes highly significant. 
                        important for a learner to have high motivation and                            In the case of countries which only have one official 
                        positive attitudes to be successful in achieving high                          language, the language learners might not be aware of 
                        language performance.                                                          integrative  motivation  since  there  is  no  second  or 
                                                                                                       foreign language communities outside the classroom. 
                             According  to  Gardner,  ‘Attitudes  toward  the                          They hardly get the chance to communicate using the 
                        Learning Situation’ means the reaction of individuals                          foreign language and to experience of being respected 
                        to  evaluate  the  situation  on  environment  of  their                       as part of another language community.  
                        language  learning.  For  example,  how  students                                     III.   KRASHEN’S AFFECTIVE FILTER 
                        perceive their general school environment, how they                                                        HYPOTHESIS 
                        react to the teaching methods and materials, how they 
                        perceive their language instructors and the language                                Krashen  (2009)  provides  another  theory  on 
                        course. Gardner wants to capture the context or the                            second language acquisition by proposing the five 
                        situation where the language learning happened. He                             hypotheses: the acquisition-learning hypothesis, the 
                        realizes  that  the  students’  psychological  reactions                       monitor hypothesis, the natural order hypothesis, the 
                        could influence their language learning or acquisition.                        input hypothesis, and the affective filter hypothesis. 
                             From        the     model,       we      can      learn     that          This  paper  will  discuss  the  last  hypothesis,  the 
                                                                                                       affective  filter  hypothesis,  which  is  related  to  the 
                        ‘Integrativeness’ and ‘Attitudes toward the Learning                           socio-psychological aspect.  
                                                                                                                                                                                412
                                         Advances in Social Science, Education and Humanities Research, volume 443
                                                                                                                        
                                        Figure 2. The Input Hypothesis of L2 learning and production (Krashen, 1982) 
                       The  Affective  Filter  hypothesis  discusses  the       perception  towards  themselves  will  have  higher 
                   relation  between  affective  factors  and  the  second      possibility  to  be  successful  in  language  learning. 
                   language acquisition process (Krashen, 2009). Dulay          Learners with high self-confident will be curious and 
                   and Burt (1977) were the first scholars proposed the         adventurous.  They  have  no  or  less  hesitation  to 
                   affective filter hypothesis. Krashen then incorporates       initiate  communication  in  second/foreign  language 
                   the concept as one of his five hypotheses in Second          and thus have more opportunity to practice and gain 
                   Language Acquisition in 1985. Many studies have              more.  On  the  other  hand,  learners  who  are  not 
                   proved  that  there  are  affective  variables  which        confident with themselves will lose opportunity to 
                   correlate  with  the  learners’  language  performance.      practice the second or foreign language. They will 
                   Krashen  believes  that  a  second  language  can  be        avoid being involved in communication because they 
                   acquired    only   if   the   language    inputs    are      are too anxious and do not want to make mistakes. 
                   comprehensible and if the affective filters are low          Anxiety is another aspect mentioned by Krashen. In 
                   enough so that the input can be received. Krashen’s          the situation of foreign language classroom, there are 
                   main viewpoints are as follows: (1) language input           three   types   of   anxiety.   The  first    type   is 
                   will not reach Language Acquisition Device if there          communication  apprehension  (CA).  It  refers  to  a 
                   is a high affective filter; (2) language input can be        person’s  fear  or  anxiety  to  have  a  communication 
                   learned and acquired if there is a low affective filter;     with another person.  
                   (3)  individual  may  vary  in  their  second  language          The  second  type  is  test  anxiety.  It  is  a 
                   acquisition due to differences in the affective filter. 
                   Krashen  mentions  that  there  are  three  important        psychological  condition  in  which  an  individual 
                   affective factors that have a significant influence to       experiences  stress  or  anxiety  due  to  a  language 
                   the  second  language  acquisition:  motivation,  self-      examination  in  which  the  anxiety  impacts  his/her 
                   confidence,  and  anxiety.  Learners  who  have  high        normal  performance  and  causes  low  achievement. 
                   motivation usually perform better in second language         The  third  type  is  the  fear  of  negative  evaluation. 
                   acquisition. Learners’ self-confidence and self-image        Learners are too worried with people’s opinion and 
                   also support them to achieve a better result. While low      afraid of getting unfavorable impressions. They like 
                   anxiety will also provide a good support for learners        to hide from the negative feelings and try to avoid 
                   in their effort when they learn a second or foreign          situations  where  they  are  being  evaluated  because 
                   language.                                                    they do not want people have a bad opinion about 
                       From  Figure  2,  we  learn  that  comprehensible        them (Du, 2009). All of the affective aspects have a 
                   input  may  not  reach  the  learners  if  there  is  a      great influence on learners’ experience in learning a 
                   psychological condition that hinders them to get the         foreign/second language.  
                   full potential from it. The affective filter can prevent 
                   the  learners  to  achieve  language  acquisition.  The          Krashen’s hypothesis on the affective filter has 
                   filter is active when the learners have low motivation       several pedagogical implications. In the context of 
                   as well as low self-confidence, or when they are afraid      teaching  a  foreign/second  language,  the  teacher 
                   to be failed in learning. This hypothesis explains the       should provide comprehensible input for students and 
                   condition that there are students which experience a         also  create  learning  situations  which  have  low 
                   great amount of comprehensible input, but show a             affective filter which mean the situations that are not 
                   low performance in their language learning. This is          threatening and causing anxiety for the students. The 
                   due to the affective  filter  that  prevents  him/her  to    best  methods  of  language  teaching  will  not  force 
                   achieve a maximum result.                                    novice students to directly produce language, but to 
                                                                                give students sufficient times to prepare themselves 
                       Similar  to  Gardner,  Krashen  also  believes  that     until  they  are  ‘ready’.  In  this  context,  forcing  and 
                   motivation  has  a  big  impact  in  second  language        correcting production are something that should be 
                   acquisition.  He  adds  self-confidence  as  another         avoided.  Forcing  early  production  can  cause  high 
                   important psychological aspect that only learners who        anxiety  in  language  classes.  Students  can  have 
                   are  confident  with  themselves  and  have  positive        different length of silent period. Some students may 
                                                                                                                                          413
                                         Advances in Social Science, Education and Humanities Research, volume 443
                   have a short silent period that they want to talk using       condition and his/her future condition, he/she will be 
                   the target language as soon as possible, others may           motivated to narrow the gap and to achieve his/her 
                   feel  shy  and  anxious  until  they  have  gained  more      goals  by  doing  his/her  best  to  learn  the  target 
                   competence. Error correction can also put students on         language.  (Al-Hoorie, 2018).  
                   a  defensive  situation.  Students  will  develop  a               There  are  three  main  components  of  L2 
                   negative behaviour that they try to avoid mistakes and        motivational self-system: the ideal L2 self, the ought-
                   remain passive in the class. They will focus more on          to L2 self, and the L2 learning experience. The ideal 
                   form than on meaning. Finally, it may  impact the             L2 self refers to the ideal condition a person wants to 
                   students’    communication  focus  on  exchange               reach. It represents his/her own hopes and wishes. For 
                   information.                                                  example,  a  person  wishes  to  be  a  fluent  foreign 
                       Krashen highlights the notion that students should        language user who can talk to foreign people coming 
                   not be put on the defensive situation. It means that the      from various countries. The imaginary picture of the 
                   methods and materials of language teaching should be          person as a fluent foreign language user may motivate 
                   considered meticulously so that they will not only test       him/her to narrow the gap between his/her condition 
                   students' abilities or experience. They should help the       now (actual self) and the ideal condition that he/she 
                   students to learn and gain more instead of only reveal        wishes (ideal self).  
                   their weaknesses. If teachers provide students with                Different from the ideal L2 Self, the ought-to L2 
                   comprehensible input, the ‘pressure’ in the language          self  refers  to  the  condition  that  other  people  want 
                   class  will  be  decreased,  students  will  feel  less 
                   anxious, and they can achieve better performance.             someone  to  reach.  It  represents  the  people’s 
                                                                                 expectation  towards  the  person.  It  refers  to  the 
                     IV.  DÖRNYEI’S L2 MOTIVATIONAL SELF-                        characteristics that a person perceives he/she should 
                                             SYSTEM                              have because of his/her duties or responsibilities. For 
                                                                                 example, a person wants to learn second or foreign 
                       The third expert discussed in this paper is Dörnyei       language because he/she wants to fulfil his/her the 
                   with his theory about L2 Motivational Self-System.            expectation of his/her parents, families, teachers, or 
                   Similar with Gardner and Krashen, Dörnyei (1994)              boss.  The  L2  learning  experience  deals  with  the 
                   claims  that  motivation  becomes  one  of  the               person’s attitude and experience in his/her learning 
                   components  that  have  a  substantial  influence  on         environment, including the teacher, the curriculum 
                   students’ language learning achievement. Motivation           and  the  peers.  This  dimension  has  a  very  strong 
                   encourages  someone  to  learn  a  language  and  help        influence on motivated behaviour. At the beginning, 
                   him/her  to  survive  the  long  and  sometimes  tiring       some  language  learners  might  have  motivation  to 
                   language  learning  process.  A  Learner  without             learn  a  language  because  they  have  a  positive 
                   motivation will not be able to achieve the long-term          perception  towards  the  learning  process  and  not 
                   goals even if he/she has high intelligence. A good            because of their internally or externally self-images 
                   curriculum and an excellent teaching method will not          (Al-Hoorie, 2017; Papi, 2010).  
                   be sufficient to guarantee a learner’s achievement if              Dörnyei ‘s L2 motivational self-system has a big 
                   he/she is unmotivated to learn.                               implication on the field of second/foreign language 
                       Dörnyei (1998) believes that L2 motivation is a           teaching.  He  proposed  a  set  of  comprehensive 
                   complex,  multifaceted  construct.  Motivation  can           strategies to motivate language learners and to make 
                   direct learners’ behaviour by being an energizer and          the language teaching and learning process become 
                   providing them direction. Different from Krashen and          more effective.  
                   Gardner,  Dörnyei  emphasized  the  socio-dynamic                  From Figure 3, we can learn that motivation is a 
                   perspective to explain the concept of motivation in           dynamic  construct.  In  conducting  the  motivational 
                   which motivation is said as a dynamic construct (Al-          teaching practices, a teacher should do several steps: 
                   Hoorie, 2017). Dörnyei (2005) then introduced the             building the foundation of motivational conditions, 
                   term  of  L2  motivational  self-system.  He  made  an        growing the motivation, maintaining and protecting 
                   attempt  to  describe  the  differences  of  individual       students’ motivation, and encouraging positive self-
                   performances in language learning which relate to the         evaluation. The process is like a cycle that it will 
                   aspect of motivation. He was influenced by several            come back to the first step and begin again. It shows 
                   theories  such  as  possible-selves  theory  (Markus  &       that the teacher should have a high awareness of the 
                   Nurius,  1986),  self-discrepancy  theory  (Higgins,          motivational practices that he/she conducts during the 
                   1987),  and  the  socio-educational  model  (Gardner,         whole process of language teaching. 
                   1979,  1985,  2010).  Dörnyei  assumes  that  when  a 
                   learner  perceives  a  gap  between  his/her  present 
                        
                    
                    
                    
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...Advances in social science education and humanities research volume international conference on technology iset second foreign language learning from the socio psychological perspective implications classroom latifa ika sari politeknik ilmu pelayaran semarang indonesia gmail com abstract a or terms sometimes are used interchangeably his paper involves complicated process which there is aimed to discuss three prominent experts with many factors interrelated contribute success their theories related failure of this attempts acquisition perspectives writer will gardner s educational model author krashen affective filter summarize hypothesis dornyei l motivational self system have brought valuable ii theory insights for teachers that they must be aware aspects significance influence learners achievement considered highly keywords influential its field scholars developed psychology motivation anxiety confidence concept puts i introduction as central importance according when very various pe...

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