Post by justin on Nov 7, 2016 19:13:26 GMT 8
This article discussed early learner positive engagement with the second language learning environment and how ambiguous positive experiences with the second language learning can become the foundation for more clearly articulated second language speaker goals when the young learner ages. This approach to understanding motivation is introduced as ideologically in opposition to an old school of thought which posited that a learner's desire to engage with the second language community was the primary driving force in second language acquisition ability.
The primary takeaway as an educator is that while small children may not often have firmly fixed goals for the second language (an idea discussed in terms of an ideal second language speaking self), by forming positive experiences and cultivating an interesting and engaging classroom environment for students their confidence and desire to learn will coalesce into clear second language goals as they age as opposed to a general feeling of, "well, I ought to learn English but I don't really think I'll use it."
The primary takeaway as an educator is that while small children may not often have firmly fixed goals for the second language (an idea discussed in terms of an ideal second language speaking self), by forming positive experiences and cultivating an interesting and engaging classroom environment for students their confidence and desire to learn will coalesce into clear second language goals as they age as opposed to a general feeling of, "well, I ought to learn English but I don't really think I'll use it."