Motivation and Aptitude: A Partial Validation of ECT-L2A

Autor/in	Kim, Peter
Titel	Motivation and Aptitude: A Partial Validation of ECT-L2A
Quelle	In: Studies in Applied Linguistics & TESOL, 19 (2019) 2, S.19-38 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2576-2907
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Prediction; Correlation; Grammar; Learning Motivation; Language Aptitude; Linguistic Theory; Interdisciplinary Approach; Learning Processes; Language Tests; Language Proficiency; Decision Making; Timed Tests; Linguistic Input; Aptitude Tests; Mathematical Models; Self Concept; College Students; New York (New York); Modern Language Aptitude Test + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Vorhersage; Korrelation; Grammatik; Motivation for studies; Lernmotivation; Sprachbegabung; Spracheignung; Linguistische Theorie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Learning process; Lernprozess; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Decision-making; Entscheidungsfindung; Sprachbildung; Aptitude test; Eignungsprüfung; Eignungstest; Mathematical model; Mathematisches Modell; Selbstkonzept; Collegestudent
Abstract	Energy Conservation Theory of Second Language Acquisition (ECT-L2A) (Han, Bao, & Wiita, 2017b), an interdisciplinary theory juxtaposing a physics perspective and an applied linguistics perspective, conceptualizes individuals' ultimate attainment as a function of dynamic transformation of endogenous and exogenous energies throughout the learning process. ECTL2A predicts, "inter alia," (1) that beginning L2 learners should show stronger motivation than end-state learners, (2) that developing learners should show higher motivation than that of beginners, and (3) that beginning, developing, and end-state learners should exhibit similar profiles in aptitude. These predictions were tested with 56 ESL learners. Correlation analyses were conducted on learners' aptitude, motivation, years of study, and performance on a timed grammaticality judgment test. The results showed that: (1) with increase in proficiency and years of study, there was a decrease in motivation; (2) the effect of aptitude diminished as learners made progress towards the target language; (3) combined effect of aptitude and motivation correlated positively with the their L2 attainment, but its effects diminished as the proficiency level of the groups became more advanced. (As Provided).
Anmerkungen	Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. e-mail: tcsalt@tc.columbia.edu; Web site: https://tesolal.columbia.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01