頁籤選單縮合
| 題 名 | From Clement's Social Context Model to the Affective Variables Model |
|---|---|
| 作 者 | 夏崇舜; | 書刊名 | 海軍軍官學校學報 |
| 卷 期 | 7 1997.12[民86.12] |
| 頁 次 | 頁105-132 |
| 分類號 | 800 |
| 關鍵詞 | |
| 語 文 | 英文(English) |
| 英文摘要 | Clement's (1980) second language (L2) acquisition social context model posits that the learning of linguistic skills of the target language community occurs along with the adoption of other behavior patterns. As a result, language acquisition is regarded as involving changes in self-identity. And motivations- both primary and secondary motivations-play efficacious roles in this model; depending on the cultural backdrop, either or both motiviational processes may be determining factors in language acquisition. The research supports the view that ethnicity, cultural dominance and non- dominance, play a significant role in motivation, and that motivation is essential to successful L2 acquisition. It relates ethnic issues to factors such as self-confindence and anxiety. But studies suggest that an understanding of motivation requires broadening the perspective to include factors which are the product of individual traits and of classroom experiences. A model which describes the role of affect in language acquisition must account for those variables. Another advantage of expanding the model to include classroom factors is that it would provide directions for research and practice toward strengthening the positive effects of cultural, ethnolinguistic and individual factors, and toward diminishing the negative effects. The implications for the Affective Variables Model for the classroom are many. The results of research on the interaction and robustness of the different factors can be translated into classroom application, as they were in the earlier research by Clement, Gardner and others. In conclusion, the Affective Variables Model goes beyond Clement's Social Context Model by attempting to account for a wider range of affective factors from sources beyond the cultural, social and ethnolinguistic setting. There is no doubt that these sources interact as they shape the motivation and the ultimate success or failure of second language learners. A better understanding of the interactions would be helpful in studying and designing second language learning experiences, in and out of the classroom. |
本系統中英文摘要資訊取自各篇刊載內容。