The socio-educational model is Robert Gardner's account of second-language acquisition in classroom settings, designed to explain the emotional side of language learning. The model holds that positive motivation increases a learner's willingness to learn a second language, and that this motivation is itself rooted in the learner's underlying desire to become part of the culture associated with that language.
Facts
Core ClaimThe socio-educational model holds that second-language learning outcomes cannot be explained by aptitude alone, and that motivation, rooted in the learner's attitude toward the target-language culture, is a key factor shaping how well a learner acquires a second language. 1 FAQs
Which two factors does the original socio-educational model say shape second-language performance?
Aptitude and motivation in learning.
The original 1979 version of the socio-educational model proposed two main factors that influence performance in a second language: aptitude, and motivation in learning. Learning a second language is therefore not explained by aptitude alone. The model gives motivation a central place, which fits its focus on the emotional side of language learning.
Sources
1. Motivation in Second-Language Learning (Wikipedia)
WikipediaSection The socio-educational model, first paragraph
The original socio-educational model (1979) proposed that there are two main factors that influence L2 performance: aptitude, and motivation in learning.
Section The socio-educational model, opening paragraph
R.C. Gardner formulated the socio-educational model suggesting that learning an L2 cannot be solely explained by people's aptitude or their competency to acquire as many languages.
View the Source Reader Challenges (0)
No disputes yet. Spotted an error or a better source? Open the first one.
Sign in to dispute this or suggest a correction.