Hollow vessels : a study of some attitudinal, motivational and affective variables and their impact on L2 proficiency of English-speaking learners of French in the French Foreign Legion
Citation:
Zachary Lyons, 'Hollow vessels : a study of some attitudinal, motivational and affective variables and their impact on L2 proficiency of English-speaking learners of French in the French Foreign Legion', [thesis], Trinity College (Dublin, Ireland). Department of French, 2005, pp 311Download Item:
Lyons TCD THESIS 7571 Hollow Vessels.pdf (PDF) 201.3Mb
Abstract:
The present investigation sets out - within a particular instructional setting - to establish empirical evidence to support the thesis that attitudinal, motivational and affective variables are related to proficiency in the L2. It will seek, by means of questionnaires, to identify factors that pertain to how learners of French, within the French Foreign Legion, interact with the TL. In his five years' experience as a Legionnaire, the researcher noticed that despite the fact that the non-Francophone volunteers learn French in an ideal setting for second language learning, differences in their command of French were great. This study is designed to investigate such differences. Over a two-year study, 257 subjects responded to research instruments designed to measure a number of affective factors. The subjects' L2 lexical/grammatical knowledge was also tested using a specially designed language assessment tool. An analysis of this data and of several prevalent socio-psychological models led to six factors being chosen and using the above data, a theoretical model was tested using Structural equation modelling in EQS 5.5. This model suggested that motivation had a significant relationship with L2 proficiency but that communication anxiety and intercultural sensitivity had only indirect affect on L2 proficiency. Since it is hoped that the findings will significantly contribute to the present literature on L2 motivation research as well as pedagogical practice, problems in the existing definitions of motivation and empirical studies are substantively discussed, and modifications of the existing definitions are suggested. A new model of motivational orientation is outlined and a new construct, Extreme Situationally-Induced Anxiety, is put forward to explain contextual communication anxiety within the Legion's instructional environment.
Description:
Embargo End Date: 2022-01-01
Author: Lyons, Zachary
Advisor:
Hoare, RachelQualification name:
Doctor of Philosophy (Ph.D.)Publisher:
Trinity College (Dublin, Ireland). Department of FrenchNote:
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