Motivation as Individual Differences and Task Conditions from a Regulatory Focus Perspective: Their Effects on L2 Korean Speech Performance

Autor/inn/en	Han, Yeji; McDonough, Kim
Titel	Motivation as Individual Differences and Task Conditions from a Regulatory Focus Perspective: Their Effects on L2 Korean Speech Performance
Quelle	In: Innovation in Language Learning and Teaching, 15 (2021) 1, S.1-12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Han, Yeji)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2019.1652614
Schlagwörter	Individual Differences; Second Language Learning; Second Language Instruction; Prevention; Task Analysis; Korean; Accuracy; Language Fluency; Learning Motivation; Teaching Methods; Instructional Effectiveness; Communicative Competence (Languages); Undergraduate Students; Foreign Countries; Audio Equipment; Speech Communication; Vietnam + Suchen Sie Ihr Suchwort? Individueller Unterschied; Zweitsprachenerwerb; Fremdsprachenunterricht; Prävention; Vorbeugung; Aufgabenanalyse; Koreanisch; Language skill; Language skills; Sprachkompetenz; Motivation for studies; Lernmotivation; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Ausland; Audio-CD
Abstract	The role of individual differences in second language (L2) learning is widely acknowledged; however, how teachers can accommodate individual differences in L2 classrooms receives relatively less attention. Focusing specifically on motivation, this study explores the effectiveness of communicative tasks on Korean L2 speakers' complexity, accuracy, fluency, and lexical dysfluency. Drawing upon the regulatory focus literature, the tasks were manipulated to emphasize either promotion or prevention motivational processes. Forty-seven participants were randomly assigned to either promotion or prevention task and completed a scale-based questionnaire to assess their overall orientation to instrumentality-promotion/prevention. For data analysis, learners were median-split into promotion and prevention groups based on their responses to the questionnaire items. 2×2 ANOVAs were conducted on linguistic measures to investigate the main and interaction effects of instrumentality-promotion/prevention and task-induced promotion/prevention on L2 task performance. The quantitative findings revealed that instrumentality-prevention had a negative effect on accuracy. However, task-induced promotion/prevention had no main or interaction effects on linguistic performance. Qualitative findings showed that the mismatch between instrumentality-promotion/prevention and task-induced promotion/prevention may distract attention from idea development during task performance. The findings are discussed in terms of pedagogical implications, in particular how to accommodate individual differences when developing teaching materials. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01