A Secondary Goal Was to Further Elucidate the Relationships Among the Host of Affective

refs_practice_2007.01.doc

A secondary goal was to further elucidate the relationships among the host of affective variables influencing second/foreign language acquisition. These include anxiety, motivation, WTC, and others, the relationships among which have been clarified and broadened beginning with the work of Gardner and Lambert (1959, 1972). Further development since the mid-1980s has included important contributions from, among others, Robert Gardner, Peter MacIntyre, and Zoltan Dörnyei (e.g., Gardner, 1985; Gardner & MacIntyre, 1992, 1993; MacIntyre, Clément, Dornyei, & Noels, 1998; Dörnyei, 1990, 1994a, 1994b, 2001; Dörnyei & Otto, 1998). In spite of continued research, however, one conclusive model has eluded capture.

Yashima and colleagues (2000, 2002; Yashima, Zenuk-Nishide, & Shimizu, 2004) have added the concept of international posture, which addresses the situation among EFL learners in which “there is not much daily contact with native speakers of English.” In spite of that paucity of daily contact, attitudes toward the English inner circle do emerge and “are surely created through education and exposure to media.” Ultimately, the emergence of international posture may include, among other things, “interest in foreign or international affairs, willing to go overseas to stay or work, and a readiness to interact with intercultural partners” (Yashima, et al., 2004, p. 125). Many of the above studies offered substantial quantitative support for the conceptualizations of those affective variables, yet qualitative support has been minimal, leading Yashima (2002) to call for further qualitative study of the nature of the relationships. The present study follows that admonition.

Culture

Under the patina of classroom methodologies and linguistic components dwell cultural aspects: as the title of Kanno’s (2003) book suggests, expatriate students can be caught “betwixt two worlds,” in the blurred space in which cultural identities are formed (Rosaldo, 1993). That zone of interaction is often turbulent as different cultures come into contact, react, negotiate, and otherwise seek a position of equilibrium (Pratt, 1991). For university students in Japan, cultural elements were an important part of English education (e.g., whether a teacher was a native speaker of English or non-native; Elwood, 2005). Bell (1992) traced the differing expectations of learner and teacher from different cultures, and difficulties may appear with the introduction of communicative teaching into a curriculum with different cultural norms and expectations (Li, 1998). Such studies point toward the pivotal role of culture in SL or FL contexts.

Usage

A key element in becoming a proficient user of English is, of course, actually utilizing the language when the opportunity arises. In the work of Dörnyei and colleagues (1990, 1994a, 1994b, 1998, 2001; Dörnyei & Kormos, 2000; Dörnyei & Ottó, 1998), the image of crossing the Rubicon is central: given preparation and volition, actually taking the step at which one begins to use the language is crucial. Among L2 learners, some will haltingly dip their toes in the river and retreat (as do many Japanese EFL learners), some will wade through and emerge—soaking wet and shivering yet still alive and functioning—but some seem to vault the river, land safely in the new context, and thrive there. The current study looks at the last group, those that have done exceedingly well in acquiring English.

Quantitative data can, naturally, shed some light on these students. Various measures would likely show them to be highly motivated, minimally anxious English users (e.g., Saito & Samimy, 1996). In addition, I expect them to be active (perhaps even aggressive) instigators of English communication, which would correspond with a high degree of willingness to communicate (MacIntyre, Baker, Clement, & Conrod, 2001).

The story may be incomplete, for there may be other factors. Much as the conceptualization of factors related to L2 acquisition has broadened since Gardner’s early work (e.g., Gardner, 1972) to include other aspects, the further use of qualitative analysis may yield a more complete picture than earlier, heavily quantitative studies. In light of this possibility, other possibilities should not be neglected.

References

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Checking references

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1) journal article

Authors: MacIntyre, P., Baker, S., Clément, R., & Conrod, S.

Article title: Willingness to communicate, social support, and language-learning orientations of immersion students.

Date: 2001

Volume number: 23

Journal title: Studies in Second Language Acquisition

Issue number: 2

Page numbers: 369-388

2) book chapter

Chapter name: Language learning at university: Exploring the role of motivational thinking.

Chapter page numbers: 93-125

Authors: Emi Ushioda

Book name: Motivation and second language learning

Location of publisher: Honolulu, Hawaii

Date: 1998

Book authors: Z. Dörnyei & P. Robinson

Publisher: University of Hawaii at Manoa

3) book

Author: Geertz, Clifford

Date: 1973

Book title: The interpretation of culture

Publisher: Basic Books

Location of publisher: New York

4) Internet source

Page date: no date listed

Page name: MacIntyre publications

Date accessed: January 15, 2007

Address: http://faculty.capebretonu.ca/pmacintyre/research_pages/publications.htm

5) newspaper

Author: MIYAMASU, Gerhard

Newspaper name: The New York Times

Date: Oct 5, 2006

Article title: Uses of psycho-babble in narrative study.

Page number: 36A

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