The socio-educational model of second language acquisition: The Turkish context

Procedia - Social and Behavioral Sciences

Volumn 2, Issue 2, 2010, Pages 3088-3093

  Atay, Derin ^a   Kurt, Gokce ^a  

^a MARMARA UNIVERSITY   (Turkey)

Author keywords

EFL; motivation; Socio educational model

Indexed keywords

EID: 77957722552     PISSN: 18770428     EISSN: None     Source Type: Conference Proceeding    
DOI: 10.1016/j.sbspro.2010.03.470     Document Type: Conference Paper

References (8)

1. Clark, J. D. (1984). Language. In T.S. Barrows (Ed.), A Survey of Global Understanding: Final Report (pp.87-100). New Rochelle, NY: Change Magazine Press.
2. Dornyei, Z. (1990). Conceptualizing motivation in foreign-language learning. Language Learning, 40, 45-78.
3. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold Publishers
4. Gardner, R. C., Tremblay, P. F. & Masgoret, A. M. (1997). Toward a full model of second language learning: an empirical investigation. The Modern Language Journal, 81, 344-362.
5. Lamb, M. (2004). Integrative motivation in a globalizing world. System, 32, 1, 3-19.
6. McClelland, N. (2000). Goal orientations in Japanese college students learning EFL. In S. Cornwell & P. Robinson (Eds.) Individual differences in foreign language learning: Effects of aptitude, intelligence and motivation (pp.99-115). Tokyo: Japanese Association for Language Learning.
7. Warden, C. A. & Lin, H. J. (2000).Existence of integrative motivation in an Asian EFL setting. Foreign Language Annals, 22, 535-547.
8. Yashima, T. (2002). Willingness to Communicate in a Second Language: The Japanese EFL Context. The Modern Language Journal, 86(1), 54-66.