Author
Assistant Professor at Azarbaijan Shahid Madani University
Abstract
Cognition, motivation and affect are the three dimensions of mental functioning, each having a share in determining learning processes including second language acquisition. Despite the extensive effort to explore cognitive processes involved in task performance within task-based language teaching research, the effect of task-related emotional and motivational states on learning achievements is a fairly unexplored area. The study reported here investigated the comparative effects of cognitive, emotional and motivational engagement with a reading-while-listening task on incidental acquisition of L2 vocabulary. The three types of task engagement strategies were applied as pretask activities to task procedure. Multivariate analysis of covariance and follow-up-analyses revealed an enhancing effect for all three types of task engagement activities on immediate post-tests. However, the enhancement was not observed for measurements on delayed post-tests as a result of the remarkable decay in retention and ease of activation scores. Moreover, the effects of the three types of pre-task involvements were not differential. The findings have implications for integrating emotional, motivational and cognitive elements to form-focused tasks aimed at facilitating second language acquisition.
Keywords
Azari, F. (2012). Review of effects of textual glosses on incidental vocabulary learning. International Journal of Innovative Ideas, 12(2), 13-24.
Brown, R., Waring, R., & Donkaewbua, S. (2008). Incidental vocabulary acquisition from reading, reading-while listening, and listening to stories. Reading in a Foreign Language. 20(2), 136-163.
Cheng, H. F., & Dornyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. Innovation in Language Learning and Teaching, 1(1), 153-174.
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.
Dai, D. Y., & Sternberg, R. J. (2004). Beyond cognitivism: Toward an integrated understanding of intellectual functioning and development. In D. Y. Dai, & R. J. Sternberg (Eds), Motivation, emotion, and cognition; integrative perspectives on intellectual functioning and development (pp. 3-38). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Dolcos, F., Iordan, A. D., & Dolcos, S. (2011). Neural correlates of emotion-cognition interactions: A review of evidence from brain imaging investigations. Journal of Cognitive Psychology, 23(6), 669-694.
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273-284.
Dornyei, Z. (2001). Motivational strategies in the classroom. Cambridge: Cambridge University Press.
Dornyei, Z. (2002). The motivational basis of language learning tasks. In P. Robinson (Ed.), Individual differences in second language acquisition (pp. 137-158). Amsterdam: John Benjamins.
Dörnyei, Z., & Otto, I. (1998). Motivation in action: A process model of motivation. Working Papers in Applied Linguistics, 4, 43-69.
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Eysenck, M. W., & Keane, M. T. (2010). Cognition and emotion. In M. W. Eysenck, & M. T. Keane (Eds.), Cognitive psychology: A student's handbook (6thed) (pp. 595-605). New York: Psychology Press.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden and build theory of positive emotions. American Psychologist, 56(3), 218-226.
Fredrickson, B. L. (2012). Positive emotions broaden and build. In E. Ashby Plant, & P. G. Devine (Eds.), Advances on experimental social psychology (Vol. 47) (pp. 1-57). Retrieved July 6, 2015 from http://www.unc.edu/peplab/publications/Fredrickson_AESP_final.pdf
Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought-action repertoires. Cognition & Emotion, 19(3), 313-332.
Gray, J. R. (2004). Integration of emotion and cognitive control. Current Directions in Psychological Sciences, 13(2), 46-48.
Gross, J., & Levenson, R. (1995). Emotion elicitation using films. Cognition and Emotion, 9(1), 87-108.
Hulstijn, J. H. (2003). Incidental and intentional learning. In C. J. Doughty, & M. H. Long (Eds.), The handbook of second language acquisition (pp. 349-381). Malden, MA: Blackwell.
Hulstijn, J. H., & Laufer, B. (2001). Some empirical evidence for involvement load hypothesis in vocabulary acquisition. Language Learning, 51, 539-558.
Julkunen, K. (2001). Situation- and task-specific motivation in foreign language learning. In Z. Dornyei, & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 28-41). Honolulu, HI: University of Hawaii Press.
Kim, Y. (2011). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning, 61(1), 100-140.
Laufer, B. (2005). Focus on form in second language vocabulary learning. EUROSLA Yearbook, 5, 223-250.
Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22(1), 1-26.
Ma, J. H., (2009). Autonomy, competence, and relatedness in L2 students’ task motivation: A self-determination theory perspective. Unpublished dissertation at the University of Hawaii at Mānoa, Honolulu, HI.
Moonen, M., de Graff, R., & Westholf, G. (2006). Focused tasks, mental actions and second language learning. Cognitive and connectionist accounts of task effectiveness. International Journal of Applied Linguistics, 152, 35-53.
Pawlak, M. (2012). The dynamic nature of motivation in language learning: A classroom perspective. Studies in Second Language Learning and Teaching, 2(2), 249-278.
Pulido, D. (2003). Modeling the role of second language proficiency and topic familiarity in second language incidental vocabulary acquisition through reading. Language Learning, 53, 233-284.
Rahimpour, M., Ajideh, P., Amini, D., & Farrokhi, F. (2013). The effect of task-related emotional and cognitive involvement on incidental acquisition of second language vocabulary. International Journal of Applied Linguistics and English Literature, 2(2), 193-203.
Rahimpour, M., Salimi, A., & Farrokhi, F. (2012). The effect of intensive and extensive focus on form on EFL learners' written accuracy. Theory and Practice in Language Studies, 2(11), 2277-2283.
Robins, A. (1997). Giant Steps: Small changes to make a big difference. London: Simon and Schuster Ltd.
Robinson, P. (2001). Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA. In P. Robinson (Ed.), Cognition and second language instruction (pp. 287-318). Cambridge: Cambridge University Press.
Rott, S. (2005). Processing glosses: A qualitative exploration of how form-meaning connections are established and strengthened. Reading in a Foreign Language, 17(2), 95-124.
Rott, S. (2007). The effect of frequency of input-enhancements on word learning and text comprehension. Language Learning, 57(2), 165-199.
Scherer, K. R. (2005). What are emotions? And how can they be measured? Social Science Information, 44(4), 695-729.
Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
Skehan, P. (2003). Task-based instruction. Language Teaching, 36, 1-14.
Snow, R. E., & Jackson, D. N. (1997). Individual differences in conation: Constructs and measures. CSE technical report (Vol. 447). Los Angles: UCLA Press.
Stevick, E.W. (1990). Humanism in language teaching. Oxford: Oxford University Press.
Swain, M. (2011). The inseparability of cognition and emotion in second language learning. Language Teaching, 45(4), 1-13.
Thompson, E. (2007). Development and validation of an internationally reliable short form of the positive and negative affect schedule (PANAS). Journal of Cross-Cultural Psychology, 38(2), 227-242.
Tremblay, P., Goldberg, M., & Gardner, R. (1995). Trait and state motivation and the acquisition of Hebrew vocabulary. Canadian Journal of Behavioral Science, 27, 356-370.
Webb, S. (2008). The effects of context on incidental vocabulary learning. Reading in a Foreign Language, 20(2), 232-245.
)