The affective dimension in second language programme avaluation  

Oleh:

MacIntyre, Peter D. ; Lysynchuk, L.M. ; Gradner, R.C.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Culture and Curriculum (Full Text) vol. 3 no. 1 (1990), page 39-64.
Fulltext: 3.1.39-64.pdf (1.75MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LCC/3 Non-tandon: tidak ada Tandon: 1

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Isi artikel

This article examines the affective dimension in second language programme evaluation from the perspective of the socio-educationai model of second language acquisition. While the model has developed from .esearch on individual differences in second language achievement, it couid easily be expanded to consider the explicit role played by different types of formal instructional, and possibly by informal, contexts. This would require idc:ntifying subcategories of the formal context, in terms of the type of programme, the nature of the curriculum, or characteristics of the teacher, and then studying whether they lead to different levels of linguistic and non-linguistic outcomes. Major factors relevant to the planning of programme interventions as well as to the design of studies to evaluate them include the sociocultural milieu, cognitive and affective individual difference variables, language acquisition contexts and language training outcomes. Particular attention is focused here on the major affective variables which have been shown to be related to second language acquisition, but which are also potential derivatives of second language training. Representative evaluation studies emphasising the affective dimension of regular core second-language programmes, short-term and long-term irr.mersion programmes, and bicultural excursion programmes are reviewed.

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