Các yếu tố ảnh hưởng đến tiếp thu ngôn ngữ trong thời kỳ chuyển đổi số

0 Người đánh giá. Xếp hạng trung bình 0

Tác giả: Trần Quang Minh

Ngôn ngữ: Vie

Ký hiệu phân loại:

Thông tin xuất bản: Khoa học (Đại học Quốc tế Hồng Bàng) 2023

Mô tả vật lý: 61-68

Bộ sưu tập: Metadata

ID: 399814

Thêm vào giỏ Liên kết toàn văn

Sự ảnh hưởng của động lực và các yếu tố về cảm xúc lên việc học ngôn ngữ đa phần ít nhận được sự quan tâm của các nhà nghiên cứu dù rằng chúng có ảnh hưởng lớn đến quá trình tiếp thu ngôn ngữ. Nghiên cứu này sẽ đề cập đến vai trò của động lực và các yếu tố liên quan khác trong quá trình tiếp thu ngôn ngữ 2 bằng cách trả lời những câu hỏi sau: (1) Vai trò của các yếu tố này trong việc tiếp thu ngôn ngữ là gì? (2) Điều kích hoạt những yếu tố này là gì và chúng ảnh hưởng như thế nào đến việc học ngoại ngữ của học sinh? (3) Làm sao để giáo viên tận dụng hoặc giảm thiểu các tác động này để việc học ngôn ngữ trở nên thuận tiện hơn? Với câu hỏi đầu tiên, bài nghiên cứu sẽ khám phá vai trò của "động lực" trong quá trình tiếp thu ngôn ngữ qua các trích dẫn của Celce-Murcia, Brinton, & Snow (2014), Meniado (2019), Dörnyei, Z. (1990) và những nguồn khác. Với câu hỏi kế tiếp, chúng ta sẽ thảo luận điều kích hoạt các yếu tố này và sự ảnh hưởng lên học sinh thông qua Garrett & Young (2009). Sự ảnh hưởng đến ngôn ngữ cũng sẽ được phân tích qua các nghiên cứu của Pavlenko & Dewaele (2004), Dewaele (2005), Tran, Thu H. (2013) và các bài nghiên cứu liên quan. Ở câu hỏi cuối cùng, bài nghiên cứu sẽ đưa ra các đề xuất và những cách tiếp cận vấn đề động lực và các yếu tố liên quan từ Celce-Murcia, Brinton, & Snow (2014), song song với đó sẽ là các hoạt động và chiến lược để cải thiện động lực của cả học sinh và giáo viên của Dörnyei (2003)., Tóm tắt tiếng anh, These aspects motivational and affective effects of language learning have largely been neglected by researchers despite having a monumental influence on the acquisition of language. For this paper, I would like to address the roles of motivation and affective effects on second language acquisition by addressing the following questions: 1) What are the roles of motivation and affective effects in language acquisition? 2) What are the triggers of these effects and how they affect students learning process? 3) What can teachers do to raise or alleviate these effects for the betterment of language learning? For the first question, this paper will explore the role of motivation in language acquisition by using citations from Celce-Murcia, Brinton, & Snow (2014), Meniado (2019), Dörnyei, Z. (1990), etc. To answer the second question, the paper will discuss the prompts and input for various affective effects and their influence on students through Garrett & Young (2009). The effects on language would also be discussed using study by Pavlenko & Dewaele (2004), Dewaele (2005), Tran, Thu H. (2013) etc. For the final question, the paper will provide suggestions and approaches to address the motivational and affective elements of language acquisition from Celce-Murcia, Brinton, & Snow (2014) as well as tasks and strategies to raise motivation from both teachers and students Dörnyei (2003).

1. Đọc trực tuyến

1. Đọc trực tuyến

Tạo bộ sưu tập với mã QR