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Modern Motivational Model for SLA: From Theory to Practice

Akbar Bahari, Qom University, Qom, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 5(2), 05-13.      Download Full Text

Abstract

L2 acquisition engine will die without motivation, although L1 acquisition seems to be automatic and not in need of motivation. While the former is full of dramatic disparity in terms of quality and quantity of the acquired L2, the latter is relatively free of significant individual variation. While motivation underpins the operation of every other factor in SLA, it is traditionally relegated to a subcategory of individual differences (IDs) to explain learner-based performance variation. Redressing the traditional ID factors’ categories plus introducing the Modern Motivational Model (MMM) for L2 classroom teaching/learning are the missions ahead of the present study. Given the large number of motivational factors that facilitate L2 attainment the study suggests encompassing them within MMM as a setting for providing a learner/teacher-friendly L2 instruction.

Key words: Modern Motivational Model, motivation, self-motivational level, promotional level, compulsory level



 

The Relationship between Self-Regularity Vocabulary Strategy Use by the Iranian EFL Freshman University Students and their Willingness to Communicate with Native Speakers, Nonnative Speakers and Peers in the Class

Zohreh Hosseinpoor Unesi, Tabaran Institute of Higher Education, Mashhad, Iran

Emad KhosravaniTabaran Institute of Higher Education, Mashhad, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 5(2), 14-18.      Download Full Text

Abstract

GThe present study aimed to examine the relationship between self-regularity vocabulary strategy use by the Iranian EFL freshman university students and their willingness to communicate (WTC). To fulfill this purpose, male and female EFL learners (= 375), majoring in English Language Teaching, English Translation, and English Literature at different universities of Khorasan Razavi province, were selected via random selection. These participants were asked to fill in two questionnaires: the self-regulation capacity in vocabulary learning scale developed by Tseng et al. (2006), and the WTC in a Foreign Language Scale (WTC-FLS) developed by Baghaei (2011). The results of the data analysis revealed significant relationships between the two variables measured by these instruments. It was suggested that teachers must try to develop self-regulatory power in the learners to help their active and constructive learning processes.

Key words: Willingness to communicate (WTC); Self-regularity vocabulary strategy; Communicative Language Teaching (CLT)

 

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