Article published In:
EUROSLA Yearbook: Volume 6 (2006)Edited by Susan H. Foster-Cohen, Marta Medved Krajnovic and Jelena Mihaljević Djigunović
[EUROSLA Yearbook 6] 2006
► pp. 237–260
Edited by Susan H. Foster-Cohen, Marta Medved Krajnovic and Jelena Mihaljević Djigunović
[EUROSLA Yearbook 6] 2006
► pp. 237–260
The socio-educational model of Second Language Acquisition
A research paradigm
In this paper I discuss our socio-educational model of second language acquisition and demonstrate how it provides a fundamental research paradigm to investigate the role of attitudes and motivation in learning another language. This is a general theoretical model designed explicitly for the language learning situation, and is applicable to both foreign and second language learning contexts. It has three important features. First, it satisfies the scientific requirement of parsimony in that it involves a limited number of operationally defined constructs. Second, it has associated with it the Attitude/Motivation Test Battery (AMTB) that yields reliable assessments of its major constructs, permitting empirical tests of the model. Third, it is concerned with the motivation to learn and become fluent in another language, and not simply with task and/or classroom motivation.
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