TABLE OF CONTENTS
ABSTRACT. ii
TABLE OF CONTENTS. iii
CHAPTER ONE. 1
INTRODUCTION. 1
1.1 Background to the Study. 1
1.2 Statement of the Problem.. 4
1.3 Objectives of the Study. 5
1.4 Research Questions. 5
1.5 Research Hypothesis. 6
1.6 Significance of the Study. 6
1.7 Scope of the Study. 7
1.8 Limitations of the Study. 7
1.9 Organization of the Study. 8
1.10 Definition of Terms. 9
CHAPTER TWO.. 11
REVIEW OF RELATED LITERATURE. 11
2.1 Introduction. 11
2.2 Theoretical Review.. 11
2.2.1 Aptitude-Based Theory. 11
2.2.2 Motivation-Driven Theory. 12
2.2.3 Interactionist Theory. 12
2.2.4 Sociocultural Theory. 13
2.3 Conceptual Review.. 13
2.3.1 Overview.. 14
2.3.2 Motivation in Second Language Acquisition. 14
2.3.3 Aptitude and Language Learning Potential 14
2.3.4 Individual Differences and Learning Styles. 15
2.3.5 Personality Traits and Language Learning. 15
2.3.6 Motivational Dynamics in Language Learning. 15
2.3.7 Impact of Learning Contexts and Instructional Approaches. 16
2.3.8Technology and Language Learning. 16
2.3.9 Influence of Socio-Economic Factors. 17
2.4 Empirical Review.. 17
2.5 Summary of Literature Review.. 20
CHAPTER THREE. 21
RESEARCH METHODOLOGY. 21
3.1 Research Design. 21
3.2 Population and Sample. 21
3.3 Instrumentation. 22
3.4 Data Collection Procedure. 22
3.5 Validity and Reliability. 23
3.6 Data Analysis Techniques. 23
3.7 Ethical Considerations. 24
CHAPTER FOUR. 26
DATA PRESENTATION, ANALYSIS AND INTERPRETATION. 26
4.1 Preamble. 26
4.2 Data Analysis. 26
4.3 Tables based on research questions. 31
4.4 Testing Hypothesis. 43
4.5 Discussion of findings. 45
CHAPTER FIVE. 47
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS 47
5.1 Summary of Findings. 47
5.2 Conclusion. 48
5.3 Recommendations. 49
REFERENCES. 51
APPENDICES. 55
APPENDIX I: RESEARCH QUESTIONNAIRE. 55
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Acquisition is basically another word for learning. However, it is sometimes used for different purposes and meanings, such as in second language acquisition. The process by which a person learns a language is sometimes referred to as acquisition rather than learning, as some linguists believe that the development of a native language in a child is a special process (Richards, 1985, p. 3). (Ellis, 1986) explain that acquisition, in its broadest sense, can be defined as the internalization of rules and formulas that are then used to communicate in L2.
They further say that it is the spontaneous process of rule internalization that results from the natural language used in learning and consists in the development of conscious L2 knowledge through formal learning. In other words, acquisition is an unconscious learning of a language in a natural way and does not depend on language lessons. On the other hand, learning is conscious learning through formal instruction, such as learning languages in the classroom. In the Longman Dictionary of Applied Linguistics, Jack Richards et al. (1985) states that second language acquisition is “the process by which people develop knowledge of a second or foreign language.” Rod Ellis (1986) explains that SLA is “a complex process involving many interrelated factors. It is the product of many factors affecting the learner on the one hand and the learning situation on the other.”
In addition, Victoria Fromkin et. al (2002) says that SLA is "the acquisition of another language or a language after the acquisition of the first language, which is in progress or completed." In summary, the acquisition of a second language (best known as SLA ) is unconscious learning through which a person acquires L2 or additional languages. Second language acquisition (SLA) is a complex process influenced by various individual factors, among which motivation and aptitude play a crucial role. Both intrinsic and extrinsic motivation serve as a driving force for learners' commitment and persistence in second language (L2) acquisition.
Gardner's social pedagogical model (1985) emphasizes the importance of integrative and instrumental motivations and highlights how learners' desire to integrate into a target language community and achieve specific goals shapes their language learning journey. Furthermore, as suggested by Carroll (1962), aptitude refers to the innate ability or predisposition that individuals possess for language learning. These include cognitive skills such as working memory and analytical skills that influence the speed and success of L2 acquisition. In addition to motivation and suitability, other individual factors also contribute significantly to the SLA process. For example, personality traits can influence learners' attitudes toward language learning and their willingness to take risks in communicative situations (Dörnyei, 2005).
Furthermore, cognitive styles such as analytical versus holistic processing can influence learners' preferences for particular learning strategies and approaches (Skehan, 1998). In addition, learners' prior linguistic knowledge and experiences as well as their cultural background shape their perceptions and strategies when acquiring a second language (Ellis, 1994). Understanding the interplay of motivation, aptitude, and other individual factors in SLA is critical for educators and researchers alike.
By recognizing learners' diverse motivations and abilities, educators can adapt teaching strategies and environments to optimize language learning outcomes (Dörnyei & Ushioda, 2011). Additionally, researchers can delve deeper into the mechanisms underlying successful language acquisition, paving the way for the development of more effective pedagogical approaches and interventions (DeKeyser, 2000). By recognizing the importance of individual differences in SLA, stakeholders can ultimately create a more inclusive and supportive learning environment for language learners worldwide.Top of Form
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1.2 Statement of the Problem
Understanding the intricate interplay between motivation, aptitude, and other individual factors in Second Language Acquisition (SLA) is crucial for educators and researchers seeking to enhance language learning outcomes. While numerous studies have explored the influence of these factors on SLA, gaps in understanding persist, necessitating further investigation. One prominent issue is the need for a more nuanced examination of the dynamic nature of motivation and its interaction with other individual factors over time.
While existing research has highlighted the significance of motivation in initiating and sustaining language learning endeavors (Dörnyei, 2005), there remains a dearth of longitudinal studies tracking how motivational patterns evolve and intersect with aptitude and other individual characteristics throughout the SLA process.
Furthermore, the role of individual differences, such as personality traits and cognitive styles, in mediating the relationship between motivation, aptitude, and SLA outcomes warrants deeper exploration. While some studies have demonstrated correlations between certain personality traits and language learning success (Dörnyei & Ushioda, 2011), a comprehensive understanding of how these factors interact and influence each other remains elusive.
Additionally, the impact of sociocultural factors, such as learners' cultural backgrounds and social identities, on motivation, aptitude, and SLA outcomes requires further investigation to develop inclusive and culturally responsive language learning environments.Top of Form
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1.3 Objectives of the Study
The main objective of the study is to examine the role of motivation, aptitude, and other individual factors in Second Language Acquisition. Specific objectives of the study are:
- To analyze the relative impact of motivation intrinsic vs. extrinsic on SLA success.
- To explore the interaction between language aptitude and motivation in predicting SLA outcomes.
- To investigate the influence of additional individual factors on SLA alongside motivation and aptitude.
1.4 Research Questions
To guide the study and achieve the objectives of the study, the following research questions were formulated:
- Do learners with stronger intrinsic motivation achieve higher proficiency in a second language compared to those with primarily extrinsic motivation?
- Does language aptitude moderate the relationship between motivation and second language proficiency?
- How do individual learning styles
interact with motivation and aptitude to affect learners' preferred learning strategies and ultimately their SLA success?
1.5 Research Hypothesis
The following research hypothesis was developed and tested for the study:
Ho: There is no significant relationship between motivation, aptitude, and other individual factors and second language acquisition.
1.6 Significance of the Study
The study is important for many reasons. The following are the major stakeholders this paper through its practical and theoretical implications and findings will be of great significance:
Firstly, the paper will benefit major stakeholders and policy makers in the English Education sector. The various analysis, findings and discussions outlined in this paper will serve as a guide in enabling major positive changes in the industry and sub-sectors.
Secondly, the paper is also beneficial to the organizations used for the research. Since first hand data was gotten and analyzed from the organization, they stand a chance to benefit directly from the findings of the study in respect to their various organizations. These findings will fast track growth and enable productivity in the organizations used as a case study.
Finally, the paper will serve as a guide to other researchers willing to research further into the subject matter. Through the conclusions, limitations and gaps identified in the subject matter, other student and independent researchers can have a well laid foundation to conduct further studies.
1.7 Scope of the Study
The study is delimited to Uyo High School, Uyo. Findings and recommendations from the study reflects the views and opinions of respondents sampled in the area. It may not reflect the entire picture in the population.
1.8 Limitations of the Study
The major limitations of the research study are time, financial constraints and delays from respondents. The researcher had difficulties combining lectures with field work. Financial constraints in form of getting adequate funds and sponsors to print questionnaires, hold Focus group discussions and logistics was recorded. Finally, respondents were a bit reluctant in filling questionnaires and submitting them on time. This delayed the project work a bit.
1.9 Organization of the Study
The study is made up of five (5) Chapters. Chapter one of the study gives a general introduction to the subject matter, background to the problem as well as a detailed problem statement of the research. This chapter also sets the objectives of the paper in motion detailing out the significance and scope of the paper.
Chapter Two of the paper entails the review of related literature with regards to corporate governance and integrated reporting. This chapter outlines the conceptual reviews, theoretical reviews and empirical reviews of the study.
Chapter Three centers on the methodologies applied in the study. A more detailed explanation of the research design, population of the study, sample size and technique, data collection method and analysis is discussed in this chapter.
Chapter Four highlights data analysis and interpretation giving the readers a thorough room for the discussion of the practical and theoretical implications of data analyzed in the study.
Chapter Five outlines the findings, conclusions and recommendations of the study. Based on objectives set out, the researcher concludes the paper by answering all research questions set out in the study.
1.10 Definition of Terms
- 1. Acquisition: Acquisition refers to the unconscious process of learning a language naturally through exposure, rather than through formal instruction.
- 2. Second Language Acquisition (SLA): SLA is the process by which individuals learn a language other than their native language, influenced by various cognitive, social, and environmental factors.
- 3. Motivation: Motivation in SLA refers to the drive or desire to learn a second language, which can be integrative (for cultural integration) or instrumental (for practical goals).
- 4. Aptitude: Aptitude refers to an individual's natural ability or cognitive capacity to learn a language, including skills like memory and pattern recognition.
- 5. Individual Factors: Individual factors include personal characteristics, such as personality traits, cognitive styles, and prior knowledge, that influence second language learning.
- 6. Cognitive Styles: Cognitive styles describe the preferred ways individuals process information, affecting their learning strategies and success in SLA.
- 7. Sociocultural Factors: Sociocultural factors refer to the influence of a learner's social and cultural background, shaping their approach to language learning and their motivational processes.
