Language Acquisition Model

1201 Words5 Pages
Gardner’s 2006 Socio-educational Model of Second Language Acquisition
This model has been revised over the years. Consequently, it has several versions which were devised in 1979, 1983, 1985, 2000, 2006, 2007, and 2008. There are slight differences between different versions. As stated above, the socio- educational model assumes that learning a second language is different from learning another school subject because it takes a significant amount of time, and that in any given time period different individuals attain different levels of proficiency. But in the new model proposed by Gardner (2006), he has emphasized motivation as key tenet in second language acquisition. Diagram 3 Basic scheme of Gardner’s 2006 Socio-educational model of second
…show more content…
In this version, integrativeness and attitudes toward the learning situation are both correlated variables that help forming the basis of the motivation to learn a second language. According to this version motivation and aptitude are two variables that have an influence on language achievement. This figure also displays that an instrumental orientation (instrumentality) could also support motivation in an uneven way. Language achievement and language anxiety have reciprocal influences on each other, indicating that language anxiety develops in individuals as a consequence of experiences in the classroom and then has negative effects on subsequent language acquisition.
The figure below (Diagram 2.4) also comprises of some measures from the AMTB that evaluates all of the affective constructs. These constructs have been discussed in detail in the following section.
The Constructs of the Socio-educational
…show more content…
The construct “Attitudes toward the learning situation” includes attitudes toward any aspect of the situation in which the language is learned. According to Gardner, these attitudes could be directed toward the teacher, the course in general, one‘s classmates, the course material, extra-curricular activities associated with the course, among others. He further elucidates that these three factors can form the learner‘s attitude toward the learning situation depending on whether students’ experiences with these factors have been positive or negative. Gardner (2010) emphasizes, “It is these differences in attitudes toward the learning situation that are the focus of the model” (p. 89). In the AMTB, there is a subscale where the learners can evaluate their language teacher and their course, identified as TEACHER and CLASS. These two variables are scored together in the AMTB to assess attitudes toward the learning

More about Language Acquisition Model

Open Document