The Socio-Educational Model of Second Language Acquisition: an Investigation Using Lisrel Causal Modeling

R. C. Gardner · Richard N. Lalonde · Robert Pierson

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EFL/ESL Teaching and Learning Education, Achievement, and Giftedness Second Language Acquisition and Learning

Abstract

Linear Structural Relations analysis (LISREL) was used to examine the adequacy of a causal model of second language acquisition. A total of 18 variables were investigated using 140 students enrolled in one of two first year university French courses in a unilingual anglophone city. The model under investigation linked cultural beliefs, attitudes, motivation, situational anxiety, and prior achievement to proficiency in a second language. The results supported a socio-educational model of second language acquisition where proficiency in a second language was seen to be caused directly by prior achievement and motivation. Motivation was found to be caused by attitudinal variables which, in turn, were influenced by cultural beliefs. Individual differences in situational anxiety were determined by both prior achievement and motivation.

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References

1972Attitudes and Motivation in Second-Language Learning 1959Motivational variables in second-language acquisition.1977Towards a theory of language in ethnic group relations 1967A Social Psychology of Bilingualism 1980Ethnicity, Contact and Communicative Competence in a Second Language11The author is grateful to Dr. R. C. Gardner for his comments on a draft of this paper.1977Motivational variables in second language acquisition: A study of Francophones learning English.1980Social and individual factors in second language acquisition.

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