Current TESL issues (Teaching English as a Second Language) in an interactive fashion enriched with distinctive keywords and tags and comment forms to discuss the issues
Research Questions Research Questions and their delicate specifications: Each research question should have a tentative response. Research questions are the questions for which answers are being sought. The questions are built on one another. In other words, the questions must be interrelated and not distinctly separated from each other. They should not be formulated as …
Abstract Writing An abstract is a very important part of your research project that comes after the title page and gives a general view of your entire research. In other words, it lays the foundation of your study. The following are some crucial points to consider in order to develop an effective abstract based on …
Manuscript of Your Study The manuscript of your paper is the first draft that you submit to a journal for publication. It is strongly recommended that you pay special attention to some points before submitting your manuscript to any journal. If you plan to gain academic credits, it is better to publish your studies in …
Teacher Education in SLA or second language acquisition Teacher education L2 teacher education is, at its core, about teachers as learners of teaching, understanding the cognitive and social processes that teachers go through as they learn to teach is foundational to informing what we do in L2 teacher education (Johnson, 2009, p. 3). Teacher education …
Intrinsic and extrinsic motivation are two key drivers in second language acquisition. Here’s how they differ for learners: Intrinsic Motivation: Comes from within the learner, fueled by personal enjoyment and interest in the language itself. Examples: Fascination with a new culture, desire to connect with native speakers, love of linguistic challenges. Learners are more likely …
Instrumental motivation in SLA or second language acquisition Instrumental Motivation Instrumental motivation is also a component of Gardner’s socio-educational model; it is important to recognize that it can work in conjunction with, rather than in opposition to, integrative motivation. It refers to the motivation that derives from a perception of the concrete benefits that learning …
Integrative motivation in SLA or second language acquisition Integrative Motivation Dörnyei (2005) pointed out that the term ‘integrative motivation’ has often been misunderstood and suggested that this is because the term ‘integrative’ figures in three separate, distinct, but related constructs: ‘integrative orientation’, ‘integrativeness’, and ‘the integrative motive/motivation’. Integrative Motivation can be defined as involving three …
The important factor of motivation in second language learning Motivation in second language learning Gardner’s Socio-Educational Model (with integrative motivation the key construct) was the dominant theory in early motivation research. A social-psychological factor frequently used to account for differential success in learning a second language is motivation. This has an intuitive appeal. It makes …
Noticing Hypothesis in second language learning Noticing Hypothesis Schmidt (1990) claimed that attention to input is a conscious process. He viewed noticing (i.e. registering formal features in the input) and noticing the gap (i.e. identifying how the input to which the learner is expected differs from the output the learner is able to generate) as …
Zone of Proximal Development or ZPD in second language learning from a sociolinguistic point of view Zone of Proximal Development The Actual Developmental Level: According to Vygotsky (1978, p. 85), it is the level of development of the child’s mental functions that has been established as a result of certain already completed developmental cycles. The …