Motivational Dispositions Predict Qualitative Differences in Oral Task Performance
Saved in:
| Title: | Motivational Dispositions Predict Qualitative Differences in Oral Task Performance |
|---|---|
| Language: | English |
| Authors: | Mostafa Papi (ORCID |
| Source: | Studies in Second Language Acquisition. 2023 45(5):1261-1286. |
| Availability: | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Second Language Learning, Language Proficiency, Oral Language, Learning Motivation, Language Fluency, Syntax |
| DOI: | 10.1017/S0272263123000220 |
| ISSN: | 0272-2631 1470-1545 |
| Abstract: | The study examined how learners' motivational dispositions predict the complexity, accuracy, fluency of their oral task performance and their overall second language proficiency. Eighty-one speakers of English as a second language in the United States completed a regulatory focus and a regulatory mode questionnaire, an oral interview task, and a picture description task. Regression analyses showed a meaningful pattern of results. The assessment mode (concerned with analysis, evaluation, and comparison) contributed to syntactic and lexical complexity, the reduction of dysfluencies, and overall English proficiency, whereas the locomotion mode (concerned with acting without deliberation) positively predicted the speed measure of fluency and the total number of errors. The prevention focus (concerned with stability, security, and safety) negatively predicted lexical sophistication, whereas the promotion focus (concerned with advancement, accomplishments, and growth) predicted overall English proficiency. Theoretical and instructional implications were discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1438136 |
| Database: | ERIC |
| Abstract: | The study examined how learners' motivational dispositions predict the complexity, accuracy, fluency of their oral task performance and their overall second language proficiency. Eighty-one speakers of English as a second language in the United States completed a regulatory focus and a regulatory mode questionnaire, an oral interview task, and a picture description task. Regression analyses showed a meaningful pattern of results. The assessment mode (concerned with analysis, evaluation, and comparison) contributed to syntactic and lexical complexity, the reduction of dysfluencies, and overall English proficiency, whereas the locomotion mode (concerned with acting without deliberation) positively predicted the speed measure of fluency and the total number of errors. The prevention focus (concerned with stability, security, and safety) negatively predicted lexical sophistication, whereas the promotion focus (concerned with advancement, accomplishments, and growth) predicted overall English proficiency. Theoretical and instructional implications were discussed. |
|---|---|
| ISSN: | 0272-2631 1470-1545 |
| DOI: | 10.1017/S0272263123000220 |
