second language acquisition thesis

ORIGINAL RESEARCH article

Motivation in second language acquisition: a bibliometric analysis between 2000 and 2021.

School of Foreign Languages, Huazhong University of Science and Technology, Wuhan, China

As one of the most important constructs of individual differences in second language learning, motivation has garnered a lot of attention in the area of Second Language Acquisition (SLA). Nevertheless, little bibliometric research has been conducted to provide a systematic overview of this line of research, which will help researchers to better understand how motivation-related research in SLA has evolved over the past 22 years and where it might push the boundaries of SLA research into in the future. In this study, three types of bibliometric analyses (i.e., co-citation analysis, citation analysis, and keyword analysis) were performed to identify the prominent scholarly documents, authors, venues of publications, and research topics that have been highly influential in the research of motivation in SLA between 2000 and 2021. Results from scientific network maps and keyword analysis suggest significant changes in the topic over the past 22 years. The results in this study also indicate an evident continuity of theoretic development in L2 language learning motivation research. Moreover, an air of active use of qualitative approaches has been detected in L2 language learning motivation research in the last 22 years.

Introduction

Motivation is of great importance in second language acquisition. For one thing, second language learners cannot be immersed in an ideal language learning environment where they have enough opportunities to use English and communicate with native English speakers. Therefore, motivation serves as the driving force which sustains the learning of the second language even when there is a lack of appropriate language learning environments. For another, as Gardner (2007) pointed out that compared to the learning of other subjects, which involves elements common to one’s own culture, learning a second language involves taking on elements of another culture, for instance, vocabulary, pronunciation, and language structure.

As one of the most important constructs of individual differences in second language learning, motivation has garnered a lot of attention in the area of Second Language Acquisition (SLA), and an unparalleled publication surge has been witnessed in the past few years. Several publications have offered comprehensive overviews of the constructs and their development of motivation in language learning (e.g., Dornyei and Ushioda, 2011 ; Boo et al., 2015 ). Nevertheless, little research has been conducted to provide a bibliometric overview of this line of research, which will help researchers to better understand how motivation-related research in SLA has evolved over the last years and where it might push the boundaries of SLA research into in the future.

Inspired by Zhang (2020) , the present study used bibliometric approach to perform citation analysis, co-citation analysis, and keyword analysis to review publications on L2 language learning motivation. With the assistance of the mathematical and statistical methods, bibliometric analysis can extract patterns from publications which reveal the characteristics or patterns of publications in a specific discipline. In addition, bibliometric analysis can also be used to offer visualizations of the intellectual structure of the field via network mapping techniques. Moreover, by comparing the frequency of keywords in different periods, some significant changes to the key topics can be identified in a field (e.g., Lei and Liu, 2019 ; Zhang, 2020 ).

Based on bibliometric data retrieved from WoS from 2000 to 2021, this bibliometric study attempts to address the following four questions:

1. What are the most-cited documents published in the past 22 years?

2. What are the highly influential publications, authors and sources of publications in the intellectual structure of the L2 motivation research?

3. What are the changes of the themes and topics in motivation research?

4. What might be the directions that would be worthy of future research?

Materials and methods

The bibliometric data used in this study were retrieved from Web of Science (WoS). According to Zhang (2020) , WoS outperformed the other two major online data resources (i.e., Scopus and Google Scholar) in bibliometric analysis for three reasons. First, the amount of subscribers of WoS was two times larger than that of Scopus, making WoS a more widely used library resource. Second, both academic citations and non-academic citations were provided by Google Scholar which made it difficult to calculate the scholarly values of the publications. Third, co-citation analysis is one of the important bibliometric analyses used in this study, but co-citation information is not available in Google Scholar.

Since the present study focuses motivation research in the field of SLA, research articles published in high-quality journals in this field were included. Only published research articles were included for the reason that the quality and reliability of the unpublished preprints cannot be guaranteed due to a lack of a strict quality control mechanism such as peer review ( Zhu and Lei, 2022 ). As for the selection of the high-quality journals, many research used the list of 15 journals provided by VanPatten and Williams (2002) to investigate issues in SLA. However, the current study adopted 16 SSCI-indexed international journals in SLA provided by Zhang (2020) for their rigorousness in peer-review processes and accessibility and visibility to the worldwide academia.

The starting year of the retrieved publications was set in 2000 because in that year Ryan and Deci (2000a , b) had conducted two momentous review studies which discussed the importance of social contextual conditions for motivation research. In one of the review articles, the authors not only retrospected classic definitions of intrinsic and extrinsic motivations, but also argued that “social contextual conditions are the basis for one maintaining intrinsic motivation and becoming more self-determined with respect to extrinsic motivation” ( Ryan and Deci, 2000a , p. 65). In another article, Ryan and Deci (2000b) reviewed studies that adopted the approach of Self-Determination Theory (hereafter SDT) to investigate human motivation, and concluded that SDT could be effectively used to address the perennial debate on the activity or passivity of human beings. The two publications are quite influential (by the day this paper was written, the two review articles have received more than 20,000 citations in Web of Science) since they provided evidence of the power of social conditions on motivated behaviors and identified new directions in motivation research.

The finalized search strategy used for data retrieval in the present study was TS = (motivation) AND PY = (2000–2021) AND SO = (Applied Linguistics OR Applied Psycholinguistics OR Bilingualism Language “and” Cognition OR Computer Assisted Language Learning OR ELT Journal OR Foreign Language Annals OR Journal of Second Language Writing OR Language learning OR Language Learning “and” Technology OR Language Teaching Research OR Modern Language Journal OR ReCALL OR Second Language Research OR Studies in Second Language Acquisition OR System OR TESOL Quarterly) AND Type of publication: (Article).

Data cleaning

Data downloaded from WoS were subject to coding errors. To guarantee the reliability of the data, the current study adopted the methods used by Zhang (2020) for data cleaning. Specifically, different author names that referred to the same author were recoded. For instance, “Dörnyei,” “Dörnyei Z.,” “Dörnyei Z,” and “Dörnyei Zoltán” were all recoded to “Dörnyei Z.” In addition, different keywords that referred to the same concept were also recoded. For instance, “mobile assisted language learning (MALL),” “mobile-assisted language learning (MALL),” and “MALL” were all recoded as “mobile assisted language learning.” Similarly, singular and plural forms of the same concept were also recoded. For instance, “possible self” and “possible selves” referred to the same concept; hence, all “possible selves” were recoded to “possible self.” It should be noted that keywords that share a degree of similarity would not be recoded since their meaning can be different. For instance, “motivational profiles” and “motivational factors” were not recoded as one since the former focused on a detailed description of a language learner’s motivation ( Thompson and Vásquez, 2015 ), while the latter examined the various variables which may explain why a learner studies and continues to study a foreign language. For instance, issues like “how much effort they put into learning, how long they persist at learning, and how successfully they learn a language” ( Ushioda, 2009 , p. 218) might be discussed in research on “motivational profiles,” and topics like “why some students persist in foreign language study and others do not” ( Ramage, 1990 , p. 192) are more likely to appear in research on “motivational factors.”

Except for those measures, this study also checked and recoded the same abbreviations that referred to different concepts. For instance, SEM was found to be used as an abbreviation for Structural Equation Modeling, a multivariate, hypothesis-driven technique, and the Socio-Educational Model formulated by Gardner (1985) to investigated learners’ attitudes toward the TL community.

Data analysis

Citation analysis, co-citation analysis, and keyword analysis were performed in this study. The 22-year data were divided into two periods (i.e., the 2000–2010 period and the 2011–2021 period) and the results of all the three bibliometric analyses in one period will be compared against the other period to reveal important changes during the last 22 years.

Citation analysis used citation information downloaded directly from WoS and the tool of BibExcel ( Persson et al., 2009 ) was used to detect the impact of the documents. Specifically, the lifetime citation count of a document was retrieved from WoS, and a normalized citation is then adjusted for the time effect ( Zhang, 2020 ).

Co-citation analysis was based on the references in the surveyed articles. The articles published in the 16 journals between 2000 and 2021 cited more than 21,000 unique references. It is hardly possible to interpret the nodes if all the cited references were included in a network map. Therefore, when constructing the network maps in VOSviewer ( Van Eck and Waltman, 2010 , 2017 ), a cutoff point was set to limit the number of nodes in a map ( McCain, 1990 ; Zhang, 2020 ). For instance, a cutoff point of 13 citation counts was used to restrict the total number of the nodes to the top 50 most-cited authors when building the author network map in the 2000–2010 period. Following Zhang (2020) , the cutoff points were set at the values to restrict the total number of the nodes to the top 50 most-cited items or authors in the maps for all the three types of co-citation analyses (i.e., most-cited sources of publications, most-cited authors, and most-cited publications). It should be noted that setting such cutoff points may rule out those latest research which may open up new avenues for future research.

Keyword analysis was conducted using the following procedures. First, author-supplied keywords and n -grams of up to four words in length and monograms of all nouns in the abstracts were extracted from the downloaded bibliometric data. It should be noted that those n -grams and monograms extracted from abstracts can append important research topics which may be overlooked in the author-supplied keywords ( Lei and Liu, 2019 ; Zhang, 2020 ). Additionally, only monogram nouns were extracted from the abstracts for the reason that “individual adjectives, adverbs, and verbs do not constitute research topics” ( Lei and Liu, 2019 , p3). Second, frequency counting of each keyword was performed. In this step, if there were multiple occurrences of a keyword in an abstract, they were counted as one. Third, the log-likelihood (LL) test was conducted for the identification of significant cross-period differences of the keywords in terms of frequency in the next step. Moreover, Bayes Factor (BIC) of each keyword was also calculated using an online calculator in the following link. 1 The LL test and the BIC were used in this study since they were widely used in corpus linguistics and bibliometric studies to identify important keywords ( Rayson and Garside, 2000 ; Wilson, 2013 ; Zhang, 2020 ). Last, a LL value of 3.84 and a BIC value of 2 were used as criteria to determine whether there was a significant cross-period difference of the frequency of a keyword. Specifically, a word/phrase with a LL value greater than 3.84 suggested that the topic had experienced a significant change from one period to the other. Otherwise, it suggested that the interest toward this topic remained relatively stable during the two periods. BIC values supplemented the identification of keywords to LL values with a stricter criterion. Similar to Zhang (2020) , BIC values greater than 2 were interpreted as an increasing/decreasing interest toward the topic with positive evidence, BIC values greater than 6.84 were interpreted as an increasing/decreasing interest toward the topics with strong evidence, and BIC values greater than 22.22 were interpreted as an increasing/decreasing interest toward the topic with very strong evidence.

Results and discussion

The bibliometric information of a total of 752 articles was analyzed. In this section, results of the citation analysis, co-citation analysis, and keyword analysis will be presented in sequence.

Citation analysis

The citation information of the top 10 most-cited articles in the 16 journals is presented in Table 1 . The normalized citations of the articles in the second period are relatively higher than those in the first period. This result echoes findings in previous research that there is a substantial research interest in the topic of L2 motivation ( Boo et al., 2015 ).

Table 1 . The most-cited articles in the journals (order by normalized citation).

In the 2000–2010 period, many research topics have been examined. For instance, Liu and Jackson (2008) examined the topic of the unwillingness to communicate in Chinese English as a foreign language context, Lorenzo et al. (2010) focused on the pedagogic approach of Content and Language Integrated Learning (CLIL), and Mills et al. (2006) assessed self-efficacy beliefs and their relation to foreign language proficiency. Among the top 10 most-cited articles are empirical studies carried out to test the then emerging theoretical models. For instance, Peng and Woodrow (2010) and Yashima (2002) adopt the Willingness to Communicate (henceforth WTC) model to investigate the indirect influence of motivation on WTC in the Chinese English as a Foreign Language and the Japanese English as Foreign Language contexts, respectively. The results of these two researches not only validated the model in different cultural contexts but also identified variables which had direct or indirect influence on motivation. For example, Peng and Woodrow (2010) identified the direct effect of learner beliefs on motivation and confidence, and suggested that individual and contextual variables might be drawn on to account for classroom communication. Similarly, Papi (2010) initiatively tested a theoretical model subsuming variables in L2 Motivational Self-System (henceforth L2MSS), and found that the ideal L2 self and the L2 learning experience can ease students’ English anxiety, while ought-to L2 self-made students more anxious.

Another feature of the top 10 most-cited articles in this period is that new theories from other disciplines are introduced to the L2 motivation field. For instance, the self-determination theory (hereafter SDT) featured by empirical research in psychology was used to investigate motivation in L2 language learning by Noels et al. (2000) and Joe et al. (2017) . The introduction of SDT to L2 motivation research is of great importance since it, to some degree, settled the dispute on the validity and reliability of a scale of two important types of motivation (i.e., intrinsic and extrinsic motivation) for L2 learning. The three review articles among the top most-cited articles in this period are also worth noticing. Laufer and Hulstijn (2001) investigated the cognitive and motivational aspects of L2 learning in previous literature. Macintyre (2007) , based on the literatures on language anxiety and language learning motivation, argued that the decision to speak was a volitional and dynamic process. Dörnyei (2003) presented an overview of recent advances in research on motivation to L2 language learning and created the theoretical context of the selected articles.

Similar to the diversity of research topics discussed in the top-10 most-cited articles in the 2000–2010 period, different themes have also emerged in the top-10 most-cited articles in the 2011–2021 period. However, some unique features are identified in this period.

First, large datasets of publications are used in review articles. Except for Zou et al. (2021) , more than 350 publications are included in the other three review articles. Specifically, Boo and collaborators reviewed 416 journal articles and book chapters published between 2005 and 2014, Plonsky and Oswald (2014) extracted and analyzed L2 effects from 346 primary studies and 91 meta-analyses, and Golonka et al. (2014) summarized evidence for the effectiveness of the use of technology in foreign language learning and teaching from over 350 studies. Second, variables related the L2 language learning environment in line with the times are investigated. For instance, prompted by the worldwide COVID-19 health crisis, online English education is reshaping L2 language learning environment. Derakhshan et al. (2021) explored causes of and solutions to boredom of online English classes in Iran, whose findings can help teachers to improve students’ experience of online English learning during and beyond the COVID-19 pandemic. In another top-10 most-cited article in this period, Wang et al. (2021) surveyed L2 language learners’ perceptions of their blended learning in a Chinese English as a foreign language context and argued that an efficient EFL learning environment can be created via a blended design. Moreover, new educational technologies are frequently used in L2 language learning environment (for example, the use of WeChat moments in Wang and Jiang, 2021 and the online use of English in Lamb and Arisandy, 2020 ). Therefore, it is not surprising to see that the topic of technology-based English as a foreign language occupies a crucial position among the top-10 most-cited articles in the 2011–2021 period. For example, Bai et al. (2021) proposed a model which involved motivational beliefs to investigate L2 language teachers’ continuance intention to use information and communication technology in their teaching, and Rafiee and Abbasian-Naghneh (2021) identified the factors which affected e-learning acceptance and readiness in the foreign language learning context.

Last, with regard to theoretical development, less empirical research has been conducted to test the theoretical hypothesis in the 2011–2021 period compared to the top-10 most-cited articles in the 2000–2010 period. The only one is conducted by Dörnyei and Chan (2013) to test the hypothesis that the students’ capability to generate mental imagery is partially determined by their intensity of motivation. The findings of Dörnyei and Chan (2013) have been widely cited by current research to examine the potential interaction between motivation or variables that are directly/indirectly related to motivation and self-images. For instance, Fathi and Mohammaddokht (2021) investigated two foreign language learning emotions (i.e., enjoyment and anxiety) as the predictors of ideal L2 self. Another example is Safranj et al. (2021) who conducted a research to determine the degree to which the ideal L2 self can be regarded as a significant factor with regard to its power to make a difference in students’ actual motivated behavior in L2 communication. Moreover, theories rooted in the field of SLA have been developed. For instance, Li (2018) developed Translanguaging as a theory of language which emphasized the multimodal and multisensory nature of the social interaction of foreign language learners as multilingual language users.

Co-citation analysis and network mapping

Results from the citation analysis shed light on identifying the most-cited publications in the field of L2 motivation research as independent units. In this section, the highly influential references, authors, and sources of publications in the intellectual structure of the L2 motivation research are presented and discussed based on the results of co-citation analysis and network mapping.

The highly influential references

Among the 4,000+ unique references cited in the articles published between 2000 and 2010, all top 50 most-cited references had citation counts of at least 9. The network map generated by the VOSviewer produced three major clusters ( Figure 1A ). The density view of the network in Figure 1B is presented to help readers visualize the hot topics between 2000 and 2010. Among the 21,000+ references cited in the articles published between 2011 and 2021, all the top 50 most-cited references were cited at least 26 times. The network analysis produced three major clusters ( Figure 2A ). Figure 2A shows the connections and clustering of the top references and Figure 2B provides the density view of the network.

Figure 1 . (A) . Network map of the most-cited references (2000–2010); (B) . Density view (2000–2010).

Figure 2 . (A) . Network map of the most-cited references (2011–2021); (B) . Density view (2011–2021).

It is worth noticing that in the 2000–2010 network map, the three clusters are almost equally distributed, while in the 2011–2021 network map, the size of the L2WTC cluster (the blue cluster in Figure 2A ) has shrunk. As a widely accepted model in L2 language learning motivation research, L2WTC is a comprehensive conceptual model proposed by Macintyre and colleagues ( Macintyre et al., 1998 ) with an aim to schematize various traits and situational variables that converge to describe, explain and predict language learners’ willingness to communicate in L2. A large body of research in the 2000–2010 period has been conducted to investigate the underlying factors from this model in different cultural contexts. For instance, Yashima (2002) used this model to examine relations among L2 learning and L2 communication variables in the Japanese English as a foreign language context. In the 2011–2021 period, research began to explore factors that affect or connect to L2WTC. For example, Fallah (2014) developed the L2WTC model based on the research by MacIntyre et al. (1998) and previous empirical studies by examining the potential connections among L2WTC, three individual differences (shyness, motivation, and communication self-confidence) and one situational variable (teacher immediacy). The findings revealed the positive influence of motivation and communication self-confidence on L2WTC, and the indirect influence of shyness and teacher immediacy on L2WTC.

The highly influential authors

Of the 3,172 authors cited in 2000–2010, more than 10 citations are received by each of the top 50 authors, and of the 12,667 authors cited in 2011–2021, more than 50 citations are received by each of the top 50 authors. The visualizations of the connections among the highly influential authors in the two periods are presented in the networks in Figures 3 , 4 . As can be seen in Table 2 , Zoltán Dörnyei, Robert C. Gardner, and Peter MacIntyre are the top three most-cited authors between 2000 and 2021. Theoretical and empirical studies conducted by the three authors form the backbones of the L2 language learning motivation research. For instance, the classic concept of the integrative motive by Gardner (1985) , the L2WTC model by Macintyre et al. (1998) , and the theory of L2MSS by Dörnyei (2005) all provide good opportunities to explore and enrich the research territory of motivation in L2 language learning. The lasting influence of those authors has been reflected in the network maps of the cited authors in the two periods as well. For instance, Dörnyei is conspicuously presented in the two network maps ( Figures 3 , 4 ).

Figure 3 . Author network map (2000–2010).

Figure 4 . Author network map (2011–2021).

Table 2 . Citation of the top 50 most-cited authors between 2000 and 2021.

As is shown in Figures 3 , 4 , some influential authors are closely associated with each other, and several clusters have been formed. As is shown in Figure 3 , three large clusters have been identified in the 2000–2010 period, including the socio-educational model cluster (in green; e.g., Robert Gardner, Zoltán Dörnyei, Clément Richard, and Ushioda Ema), the self-regulation related cluster (e.g., Paul R. Pintrich, Barry J. Zimmerman, and Frank Pajares), and the Self-Determination Theory (SDT) related cluster (e.g., Kimberly A. Noels, Rebecca Oxford, Robert J. Vallerand).

Three major clusters have also been identified in the network map in the 2011–2021 period. The socio-educational model cluster remains one of the key areas with more authors (e.g., Alastair Henry, Yumiko Taguchi, and Csizer kata) engaging in. It also should be noted that some authors in this cluster have used new methods to explore the topics on L2 motivation. For instance, Papi (2010) takes a structural equation modeling approach to test a theoretical model that covers components in the L2MSS, anxiety, and effort. Another major cluster is formed by authors (e.g., Jean-Marc Dewaele, Peter D. Macintyre, and Tomoko Yashima) who are interested in emotion research, especially those who adopt methods from the field of Positive Psychology (PP). This result demonstrates the importance of positive emotion in L2 language learning. The third cluster that worth noticing is the self-related theory/model cluster, which includes authors such as Barry J. Zimmerman and Rebecca Oxford. As can be seen in Figures 3 , 4 , the self-regulation-related cluster and the Self-Determination Theory cluster in the 2000–2010 network map have merged into one cluster in the 2011–2021 period.

Influential sources of publications

Of the 2,429 sources in 2000–2010, around 15 citations are received by each of the top 50 journals/books, and of the 8,042 sources in 2011–2021; more than 70 citations are received by each of the top 50 journals/books. The intellectual structures of the influential sources of publications are visually presented in Figures 5 , 6 . Three large clusters representing three major sub-areas in the field of the L2 language learning motivation are identified in the period of 2000–2010. The largest cluster (in red) is the second language learning (SLL) cluster, which is represented by the journals of Modern Language Journal , Language Learning , and two books by Dörnyei (2005) , and Gardner and Lambert (1972) . The second largest cluster (in green) is the second language teaching (SLT) cluster which includes journals such as System , Applied Linguistics , TESOL Quarterly , ELT journal , J ournal of Second Language Writing , World Englishes , and Language Teaching Research . The third cluster (in blue) is the second language acquisition (SLA) cluster, including journals of Foreign Language Annuals , Studies in Second Language Acquisition , and books such as Second Language Acquisition ( Freed, 1995 ) edited by Freed Barbara.

Figure 5 . Network map of sources of publications (2000–2010).

Figure 6 . Network map of sources of publications (2011–2021).

In the 2022–2021 period, four clusters representing four major sub-areas are identified. The red cluster is labeled as the multilingualism/bilingualism cluster, represented by journals, such as Journal of Multilingual and Multicultural Development , International Journal of Multilingualism , and International Journal of Bilingual Education and Bilingualism . Moreover, journals interested in the concept of multilingualism/bilingualism also exist as an indispensable part of this cluster. For instance, a special issue published by Modern Language Journal on the topic of “Beyond Global English: Motivation to Learn Languages in a Multicultural World” ( Ushioda and Dörnyei, 2017 ) has suggested that the dominant status of English as a global language cautions scholars to pay proper regard to notions of self, and identity, which is shaping conceptualizations of second language motivation. The blue cluster is labeled as the educational psychology cluster, including Journal of Educational Psychology , Contemporary Educational Psychology , and Journal of Personality and Social Psychology . The third cluster (in green) is the SLA cluster, including Applied Linguistics , TESOL Quarterly , Studies in Second Language Acquisition , Annual Review of Applied Linguistics , and Foreign Language Annuals . The last is the technology-based second language learning and teaching (SLLT) cluster (in yellow), including ReCALL , Computer Assisted Language Learning , Language Learning and Technology , and Journal of Computer Assisted Learning .

Keyword analysis

A total token of 15,399 (14,612 extracted from abstracts and 787 supplied by authors) keywords in the 2000–2010 period, and a total token of 40,839 (39,748 extracted from abstracts and 1,091 supplied by authors) keywords in the 2011–2021 period are included for analysis. The results of keyword analysis are presented in this section to provide information about key topics in the L2 motivation research over the past 22 years.

As is shown in Table 3 , topics that have gained significantly increasing attention are ideal self, motivational self-system, Chinese EFL learner, and digital game. Topics such as L2 motivational self-system, motivational self, self-image, and possible selves are among the lists of themes with increasing interests over the past 22 years. One plausible reason is that when the emergence of L2MSS model proposed by Dörnyei (2005) shed new insights to the research trajectory of L2 motivation. That is, the social educational approach to L2 motivation by Gardner (1985) has been overshadowed by this new model. Chinese EFL learner is also among the list of topics with significantly increasing interest. One of the reasons may be that an enormous number of EFL learners are Chinese. In addition, Korea, Saudi, and multilingualism are among the list of topics with increasing interest, which indicates that the impact of social environment on second language learning motivation probably varies from one culture to the other. It also should be noted that more and more topics are related to research method (e.g., longitudinal, semi-structured interviews, and multiple regression) over the last 22 years. This increase may be attributed to the surge of publications with a focus on the application of the then emergent theoretical models (e.g., L2WTC and L2MSS). Topics (i.e., digital game and mobile-assisted language learning) related to the use of technology in L2 language learning have attracted more and more researchers’ attention as well. This increase is probably triggered by the effective use of advanced technology (e.g., digital games and computer-assisted pronunciation training) in second language teaching and learning.

Table 3 . Topics with increasing interests.

The only topic that has experienced a significantly decreasing interest is English as a foreign language. One possible reason for this significant decrease might be that English is not the only choice of foreign languages for learners. Researchers in L2 motivation field have noticed that the theoretical paradigms of L2 language learning motivation should be used to understand the motivation of learning languages other than English (LOTEs; Dörnyei and Al-Hoorie, 2017 ). For instance, informed by L2MSS, Huang (2019) investigated learners’ motivation for three groups of language (i.e., Southeast Asian, Northeast Asian, and European). Another example is an investigation of the emergence of a multilingual motivational system in a Chinese LOTEs context by Huang and colleagues ( Huang et al., 2021 ).

Though no significant decrease in theoretical paradigms/models in L2 motivation, Table 4 shows that topics on Gardner and integrative motivation are being less touched upon over the past 22 years. The socio-education (SE) model of motivation by Gardner (1985) is one of the most influential models before 1990 and has a lasting effect on current L2 motivation research. However, Gardner’s model has its limitations. L2MSS model of Dörnyei (2003) addresses the limitations of the SE model by adopting the dichotomy of integrative and instrumental orientation, but it “changes the direction of reference from outwardly gauging the target language community to inwardly gauging the future vision of the learner’s self (PP. 577; Huang, 2019 ).” With exponentially increasing interest in L2MSS model ( Al-Hoorie, 2018 ), Gardner’s SE model has been overshadowed hence.

Table 4 . Topics with decreasing interests.

As for research methods and tools, questionnaire and simulated oral proficiency interview (SOPI) are less frequently used by researchers in L2 motivation research over the past 22 years. One possible reason for this might be that the reliability of the two methods/tools is questioned. For instance, the Greek language the Students’ Motivation Towards Science Learning (SMTSL) questionnaire needs to be adapted if used in a different cultural context ( Dermitzaki et al., 2013 ). As a testing tool for foreign language oral proficiency, the reliability of SOPI ratings at the Intermediate-High through Superior levels is also under question ( Stansfield and Kenyon, 1992 ).

Most research topics of L2 language learning motivation remained stable. Table 5 lists some of the topics without a significant change. Mixed methods remain a popular method probably because it has combined the advantage of both quantitative and qualitative methods to provide multiple perspectives on issues in L2 motivation research. Moreover, topics (e.g., language anxiety, emotion, mindset, and experience) related to propensity factors are also among the list for the reason that those variables are situated and dynamic.

Table 5 . Topics without much change (2.60 < LL < 3.84).

Recent trends and future directions

Results from citation analysis, co-citation analysis, and keyword analysis all indicate that motivation is an increasingly important area in second language acquisition. Changes detected between the periods of 2000–2010 and 2011–2021 reflect recent trends in L2 motivation, and those trends may shed light into the directions of a proliferation of future studies in this field. Three major trends are identified from the changes.

First, application and development of existing models/theories will probably become an important area of future research. One typical example is the application and development of the SDT. Results from citation analysis have demonstrated that in the past two decades, SDT has become one of the most established motivational theories in L2 learning and has been robustly applied in multiple cultural settings. For instance, Chen et al. (2021) have applied the basic psychological needs theory and the relationship motivation theory in the Chinese context, Alamer and Lee (2021) in the Saudi Aribian context, Carreira (2012) in the Japanese context, and more commonly in the American ( Davis, 2022 ) and British contexts ( Parrish, 2020 ). Moreover, several mini-theories (e.g., organismic integration theory, cognitive evaluation theory, basic psychological needs theory, and goal contents theory) of SDT have also been generated ( Al-Hoorie et al., 2022 ). In addition, results from co-citation analysis of references reveal the possible trajectory of the development of the existing theoretical models. That is, theoretical models that share common features or involve similar variables may first merge with each other, and a comprehensive synthesis of those features and variables then might provide important insights for the introduction of a new theoretical model in this area.

Second, large datasets will probably be used in a number of future studies, especially review studies. Extracting kernels from wisdom in existing literature, review studies serve as enlightening and guiding beacons for experts and novices interested in the field of L2 motivation research alike. The use of a large dataset in a review study can offer insights to the explanation of the common problems or the description of the shared features in L2 language learning motivation research. Moreover, it also sheds light on the interpretation of results from statistical analysis in a particular discipline. For instance, Yousefi and Mahmoodi (2022) interpreted the overall effectiveness of L2 motivation on language learning by adopting the field-specific interpretation of effect sizes proposed by Plonsky and Oswald (2014) rather than the default one by Cohen (1977) .

Third, there is abundant room for further progress in investigating the influence of propensity factors on learners’ motivation. Results from the present study are consistent with Boo et al. (2015) who describe the environment of the L2 motivation research as “dynamic and accommodating, as opposed to one that is static and stagnant” (p. 155). For instance, the rapid advances in technology during 2011 and 2021 play a vital role in the field of L2 motivation research as Golonka et al. (2014) have demonstrated that the application of technological innovations in foreign language learning can increase learners’ interest and motivation and provide them with more interaction opportunities and input of the target language. That is, those propensity factors may affect learners’ motivation if the social contexts or education environments change. Therefore, those topics will probably being investigated in the future.

Conclusion and implications

This bibliometric study on L2 motivation research has performed analyses on publications, sources of publications, authors, and keywords over the past 22 years. Based on citation information, citation analysis, co-citation analysis, and keyword analysis are performed. Based on the findings in this study, several implications emerged.

First, influential publications, source of references, and authors are identified which may help researchers, especially the newcomers interested in L2 motivation, to effectively screen the massive literature on L2 language learning motivation. The most-cited publications identified from citation analysis can help scholars pinpoint the latest important literature on L2 motivation in the past 22 years, and the highly influential publications identified from co-citation analysis of publications will probably be the classic and key documents in this field. In addition, co-citation analysis of publication sources has presented key journals with similar scope into one cluster, “which may help authors make better decisions concerning which journal(s) may be the best fit for submitting their scholarly research” ( Zhang, 2020 , p. 218).

Second, the continuity of theoretic development is evident in L2 language learning motivation research. Results from citation analysis, co-citation analysis, and keyword analysis all indicate that theoretical models shift from one period to the other. However, a closer examination of the most-cited publications and the highly influential documents reveals that the fresh theoretical models are developed or expanded on the basis of the existing classic theories. By maintaining the best of the existing theories and pushing the relevant parameters outward, a more comprehensive model might be eventually created ( Oxford and Shearin, 1994 ).

Last, an air of active use of qualitative approaches has been detected in L2 language learning motivation research in the last 22 years. Boo et al. (2015) have suggested that quantitative approaches would probably lose their dominant role in the field of L2 language learning motivation. Results of the keyword analysis in this study indicate that qualitative approaches such as semi-structured interviews are receiving an increasing interest. Moreover, mixed methods remain a stable topic in this field. This finding probably indicates that the field of L2 motivation research is in the phase of the dynamic turn ( Boo et al., 2015 ). More qualitative or combined approaches should be applied in research on L2 motivation.

Future directions in L2 motivation research have also been identified. However, as Boo et al. (2015) have pointed out that motivation research in the field of second language acquisition is in the state of dynamic development, it should be reminded that those directions may offer insights for studies in the near future, and there are still uncertainties when using them to predict longer-term future development in this field.

Data availability statement

The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author.

Author contributions

The author confirms being the sole contributor of this work and has approved it for publication.

The research work reported in this article was supported by the China Foreign Language Education Foundation (Grant number: ZGWYJYJJ11Z035).

Conflict of interest

The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Keywords: motivation, bibliometric analysis, L2MSS, SLA, multilingualism

Citation: Wu X (2022) Motivation in second language acquisition: A bibliometric analysis between 2000 and 2021. Front. Psychol . 13:1032316. doi: 10.3389/fpsyg.2022.1032316

Received: 30 August 2022; Accepted: 10 October 2022; Published: 08 November 2022.

Reviewed by:

Copyright © 2022 Wu. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Xue Wu, [email protected]

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

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The second language acquisition (SLA) doctoral program emphasizes theory, research, and classroom-based teaching and learning. All students take courses in SLA theory, multimedia, research methods, language learning, and linguistics. In addition, each student defines an area of specialization, in consultation with an SLA advisor. The two broad areas of specialization are language learning and postsecondary education, and linguistics and psycholinguistics.

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Students in the linguistics and psycholinguistics specialization area exhibit interest in areas of formal linguistics (e.g., syntax, phonology, morphology) and/or applied linguistics issues that relate to their particular second language focus. Student projects include the acquisition of the syntactic structures and/or phonological features of a second language, and generative and cognitive approaches to explaining acquisition. Students who work in psycholinguistics also may focus on the relationship between language processing and language acquisition.

The Doctor of Philosophy in second language acquisition is a research-oriented degree. This interdisciplinary program, which focuses on languages other than English, requires 72 s.h., including a maximum of 33 s.h. earned in work toward a master's degree. Students must earn a minimum of 61 s.h. at the University of Iowa. Those interested in pursuing the PhD must hold a master's degree in an appropriate field (e.g., linguistics, foreign language education) or have equivalent academic experience.

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The required curriculum includes 14 courses, including two foundation courses, three courses in the area of research methods, two courses in the area of language learning, two courses in the area of linguistics, and five courses in a student’s area of specialization. Students may specialize in language learning and postsecondary education, which includes a focus on technology in language acquisition and learning; or in linguistics and psycholinguistics, with a focus on phonetics/phonology or on syntax in a particular second language. In addition, the PhD requires successful completion and defense of a dissertation representing original research in second language acquisition.

Students may extend their interdisciplinary interests by taking relevant elective coursework offered by the departments of Asian and Slavic Languages and Literatures, Communication Sciences and Disorders, French and Italian, German, Linguistics, Psychological and Brain Sciences, Rhetoric, and Spanish and Portuguese in the College of Liberal Arts and Sciences and the departments of Psychological and Quantitative Foundations, and Teaching and Learning in the College of Education .

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Each student selects one of two specialization areas—linguistics and psycholinguistics or language learning and postsecondary education—and takes five courses (total of 15 s.h.) in one area, not including courses taken above to satisfy requirements. Each student’s specific specialization area and set of courses are determined in consultation with the advisor.

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Second Language Acquisition Ph.D.

The Ph.D. program in SLA at the University of Maryland, College Park, has a strong cognitive and psycholinguistic research focus and is designed for students working in the domain of adult second language acquisition.

Current Courses, Requirements, Advising, Admissions and Information for International Graduate Students

Requirements for the ph.d..

Prior to being accepted to candidacy for the Ph.D. (i.e., before writing the dissertation), students must write two qualifying papers deemed of publishable quality for a major refereed SLA journal by the examining committee of three faculty members. These papers are in lieu of comprehensive examinations. They will be presented publicly and must be approved by the committee after the presentation. They need to be in two different areas; there can be some overlap, however, between two qualifying papers or between a qualifying paper and the dissertation (the qualifying paper research can serve as a pilot study for the dissertation, for instance). A committee of three faculty members is required for each paper. For the procedures regarding the qualifying papers, refer to the SLA handbook:

Once the two qualifying papers are successfully defended, the student is admitted to candidacy and will write and then defend a dissertation proposal before five faculty members, who will serve as the dissertation committee. Once the proposal is approved, the student will register for SLAA899 credits while writing the dissertation, which must make a substantial and original contribution to knowledge in the SLA field. The chair of the student's dissertation committee, in consultation with the other committee members, will determine when the dissertation is ready to be defended publicly at an oral examination. The dissertation must be approved by the five-member committee. Foreign Language Requirement Before graduation, all students completing the Ph.D. in Second Language Acquisition must demonstrate three types of experience with non-native language: learning a non-native language, using a non-native language, and teaching a language to non-native speakers of that language. All three types of experience will be verified through official documentation and/or assessment as follows:

1. Language Learning. Students must have spent at least two semesters as a student of a non-native language in a post-secondary classroom environment (6 total credits minimum) verified through transcripts. SLLC will provide this experience for any student who needs it.

2. Language Teaching. Students must have taught a language to non-native speakers of that language for at least 1 semester, or the equivalent of 45 hours verified through contract, letter, etc. SLLC will provide this experience for any student who needs it.

3. Language Use. Students must show that they are able to communicate in a non-native language at the intermediate-low level on the ACTFL scale through an Oral Proficiency Interview (OPI). Students whose native language is not English will be able to satisfy this requirement through their competency in English.

These three requirements do not necessarily have to be met in the same language.

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AREA 1: Second Language Learning SLAA610: Research and Theories of SLA SLAA611: Fundamentals of Language Acquisition and Instruction SLAA740: Research Issues in Second Language Learning SLAA741: Cognitive Processes in Second Language Learning SLAA742: Second Language Processing SLAA743: Interlanguage Studies SLAA744: Age Effects/Maturation Constraints SLAA749: Special Topics in Second Language Learning

AREA 2: Second Language Instruction SLAA750: Instructed SLA SLAA751: SLA Classroom Research SLAA754: Task Based Language Teaching SLAA759: Special Topics in Second Language Instruction

AREA 3: Second Language Assessment and Research SLAA620: Second Language Research Methodology SLAA630: Second Language Testing and Assessment SLAA760: Research in Second Language Assessment

AREA 4: Second Language Use SLAA770: Sociolinguistics in Second Language Acquisition SLAA771: Developmental and Cross-Cultural Pragmatics SLAA772: Bilingualism and Multilingualism SLAA773: The Heritage Language Speaker

Students are required to meet with their advisor before they can register for classes. At the Ph.D. level, students are initially advised by the director of the program in SLA until they choose their own academic advisor (usually, the same as their advisor for either of their qualifying papers or the dissertation). By the end of their second semester in the program, students should choose a permanent advisor and register this choice with the director of the program in SLA. In all cases, final responsibility for meeting Graduate School requirements and deadlines rests with the student, not with the advisor. Students should regularly check the graduate school website for all official deadlines. For more details on specific program requirements and procedures, please see the Ph.D. Advising Sheet .

Financial Assistance Students admitted to the Ph.D. program may be eligible for funding in the form of graduate assistantships or research assistantships within SLLC or on grants and contracts from the UMCP-affiliated Applied Research Laboratory for Intelligence and Security ( ARLIS ) or the National Foreign Language Center ( NFLC ), depending on language expertise and the availability of positions. There may also be stipends for participation in special research projects. Depending on the instructional needs of individual language programs in SLLC, students may receive teaching assistantships to teach one of the languages offered in SLLC. Please note that in order to be considered for any financial support, students must be full-time and their GRE scores must be on file. If you would like to be considered for support, please indicate this on the graduate school application .

Limited funds for travel to national conferences may be available through SLLC when the student is presenting a paper. However, students should also explore other possibilities for funding available through the conference organizers, external agencies or institutions, as well as the College of Arts and Humanities and the Graduate School.

Information on travel funds available through the Graduate School .

Students interested in the interdisciplinary study of language are welcome to join the language science community at UMD . Requirements for Admission Note that prior to admission to the program, applicants must have successfully completed a bachelor's degree from an accredited university in a relevant field, e.g., SLA, linguistics, education, psychology, or applied linguistics.

General information about the admissions process to the University of Maryland is available at the Graduate School website . However, some details specific to our program differ from what is posted on that site, so please be sure to follow the instructions below regarding where these materials should be sent, and what is required for admissions consideration. Admission Deadlines (all documentation MUST be in by this date!)

September 28 (Spring application deadline for domestic and international applicants)
January 17 (Fall application deadline for domestic and international applicants)

Materials Required for all University of Maryland Applicants

For the information about the application process and the materials required for all University of Maryland applicants, please visit the Graduate School website .

Information about the Application fee waiver

Students whose native language is not English must satisfy the Graduate School’s English proficiency requirements . Applicants should arrange for TOEFL, IELTS or PTE scores to be sent directly to the University of Maryland; the institutional code for the University of Maryland is 5814. Supplemental Materials Required by the SLA Program The SLA program requires the following supplemental materials to be uploaded as part of the application:

Three letters of recommendation, preferably from faculty members who have taught you recently and who can attest to your scholarly potential in the field of SLA. References from those who know you professionally are acceptable as well.
A statement of purpose, in English, describing your academic and career background and future plans, specifying why you believe the SLA program at the University of Maryland is suitable for you, and you are suitable for it, and how you would expect to use the training received at UMD. The statement of purpose is in lieu of the separate "Statement of Goals and Research Interests" and "Statement of Experiences" listed on the Graduate School website.
Writing sample: Evidence of an ability for and desire to undertake scholarly work appropriate for the heavily research-oriented Ph.D. in SLA, as demonstrated through a writing sample such as an excellent M.A. thesis, a seminar paper, or published articles.
Verbal and quantitative GRE scores are required for all applicants. Please have ETS send your GRE scores directly to the university; the institutional code for the University of Maryland is 5814.

An admissions interview may be required and will be conducted in-person or by telephone. On your application, please be sure to provide a current telephone number and e-mail address where we can reach you.

Completed applications are reviewed by an admissions committee in each graduate degree program. The recommendations of the committees are submitted to the dean of the Graduate School, who will make the final admission decision. Students seeking to complete graduate work at the University of Maryland for degree purposes must be formally admitted to the Graduate School by the dean. For questions related to the admissions process, prospective students may contact the Graduate School .

Information for International Graduate Students

The University of Maryland is dedicated to maintaining a vibrant international graduate student community. The office of International Students and Scholars Services (ISSS) is a valuable resource of information and assistance for prospective and current international students. International applicants are encouraged to explore the services they offer and contact them with related questions.

The University of Maryland Graduate School offers admission to international students based on academic information; it is not a guarantee of attendance. Admitted international students will then receive instructions about obtaining the appropriate visa to study at the University of Maryland which will require the submission of additional documents. Please access the Graduate Admissions Process for International applicants for more information.

Program Director

Professor, School of Languages, Literatures, and Cultures Professor, Second Language Acquisition

3125 Jiménez Hall College Park MD, 20742

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Search for dissertations about: "second language acquisition"

Showing result 1 - 5 of 64 swedish dissertations containing the words second language acquisition .

1. Age and Constraints on Language Learning : First Language Retention and Second Language Acquisition in International Adoptees

Author : Gunnar Norrman ; Emanuel Bylund Spångberg ; Guillaume Thierry ; Janet Werker ; Stockholms universitet ; [] Keywords : HUMANIORA ; HUMANITIES ; MEDICIN OCH HÄLSOVETENSKAP ; MEDICAL AND HEALTH SCIENCES ; bilingualism ; critical period ; electroencephalography ; event-related potentials ; first language retention ; international adoption ; phonology ; second language acquisition ; Bilingualism ; tvåspråkighet ;

Abstract : This thesis investigates the influence of age of acquisition on the long-term second language development of international adoptees. Because age of acquisition typically coincides with the onset of bilingualism, the study of maturational age effects in second language acquisition has been empirically and conceptually entangled with changes in language input and use. READ MORE

2. Getting started : Children’s participation and language learning in an L2 classroom

Author : Asta Čekaitė ; Karin Aronsson ; Ben Rampton ; Linköpings universitet ; [] Keywords : HUMANIORA ; HUMANITIES ; language classroom ; language learning ; second language acquisition ; social interaction ; language socialization ; peer group ; affective stances ; language play ; socialt samspel ; språksocialisation ; kamratgruppen ; språklig lek ; affektiva uttryck ; förberedelseklass ; andraspråksinlärning ; Bilingualism ; Tvåspråkighet ;

Abstract : Denna avhandling handlar om en förberedelseklass med elever (7-10 år) som har ett annat hemspråk än svenska (arabiska, kurdiska, thailändska). Utifrån empiri som samlats in genom videoinspelningar och observationer under ett års tid i en förberedelseklass studeras elevernas deltagande och språkinlärning i det dagliga klassrumsarbetet. READ MORE

3. Writing in a third language : a study of upper secondary students’ texts, writing processes and metacognition

Author : Yvonne Knospe ; Kirk Sullivan ; Ingela Valfridsson ; Anita Malmqvist ; Åsa Wengelin ; Umeå universitet ; [] Keywords : HUMANIORA ; HUMANITIES ; foreign language learning ; second language acquisition ; third language learning ; writing in a foreign language ; learning to write ; metacognition ; keystroke logging ; text quality ; German ; upper secondary school ; language teaching and learning ; språkdidaktik ; Linguistics ; lingvistik ;

Abstract : Learning an additional foreign language (usually referred to as a third language, L3) after English (L2) in formal settings seems to remain relatively unsuccessful in the European context (European Commission 2012), despite the reported advantages from extensive language learning experiences. Against this background the present thesis explores the potential benefits of a teaching approach focused on writing strategies and metacognitive reflections for L3 writing. READ MORE

4. Blindness and Second Language Acquisition : Studies of Cognitive Advantages in Blind L1 and L2 speakers

Author : Helena Smeds ; Niclas Abrahamsson ; Lars-Göran Nilsson ; Loraine Obler ; Stockholms universitet ; [] Keywords : HUMANIORA ; HUMANITIES ; Early blindness ; late blindness ; L1 speakers ; L2 speakers ; cognitive advantages ; second language acquisition ; phonological short-term memory ; recognition memory ; episodic memory ; speech perception in noise ; accentedness in L2 speech ; Bilingualism ; tvåspråkighet ;

Abstract : The aim of this study is to investigate whether blind individuals display cognitive advantages over sighted individuals with regard to second language acquisition. Previous studies from neuropsychology have indicated that this is the case. READ MORE

5. The effects of extramural language : Relationships between engagement in Japanese language activities and general Japanese language proficiency

Author : Andreas Bengtsson ; Gunnar Jinmei Linder ; Mitsuyo Kuwano Lidén ; Pia Sundqvist ; Carmen Muñoz ; Stockholms universitet ; [] Keywords : HUMANIORA ; HUMANITIES ; SAMHÄLLSVETENSKAP ; SOCIAL SCIENCES ; Extramural Ln ; Extramural Japanese ; Second Language Acquisition ; Language Learning ; Extramural ; Out-of-class ; Asiens språk och kulturer ; Asian Languages and Cultures ;

Abstract : Many L2 learners believe they learn their target language by using it extramurally, i.e. outside the classroom. This topic, language learning as a result of engagement in L2 use, has garnered increased attention in the last decade. READ MORE

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The Classroom | Empowering Students in Their College Journey

Thesis Topics Related to Language Learning and Acquisition

ESL Topics for a Research Paper

Language learning and acquisition is an excellent potential thesis topic for students working towards a master's degree in English, Linguistics, Education or English as a Second Language (ESL). It is also a good choice for seniors who have opted for the thesis option, especially those in honors programs. Specific topic choices are plentiful, ranging from general areas like developmental language acquisition in children to demographic studies of international students in college.

One of the best areas of specialization to begin looking for topics for the thesis is has to do with theories on how children learn language. Most research in this area will fit well into the one or two semester model of thesis research and writing. Students will find a fascinating array of possibilities, like best practices for language facilitation among prekindergarten children, or the role of music in the developmental stages of speech and language training. The latter topic could even lend itself to studies of children with autism disorders. You could also concentrate on a specific demographic, such as fifth-grade English language learners.

Another excellent possibility for thesis topics would be to concentrate your research in a technology-related area. For example, you could examine the relationship between computer-assisted language learning and success among two different study groups, such as boys and girls. Other good topics would include the use of web technologies for language interaction or the use of smart phone apps in language learning: Demographic groups that would offer interesting studies along these lines would include Japanese students in American colleges, children of multilingual families or Latino students who spend a good deal of time using social networking.

Second Language

The trials, tribulations and successes of second language learners also make for interesting theses. Along these lines, you could investigate the effects of reflective journal writing on a particular student population, such as Romanian or Japanese students. You would likely also find fascinating the possibility of topics such as vocabulary learning strategies for speakers of English who are trying to learn Chinese, possibly comparing the success rates of those who do so in the United States versus in China. Another engaging topic would be the perceptions of ESL teachers who work with adolescent learners with specific learning disabilities.

Special Subjects

Finally, you could simply choose to write on a specialized topic for your thesis, provided you get the approval of your thesis director. You could investigate motivational teaching strategies for foreign language learning by teens or the use of multimedia to help Thai and Filipino college students learn independently. You could even decide to examine the efficacy of a specific learning theory, such as Mezirow's Transformative Learning Theory, which involves critical thinking and goes beyond knowledge acquisition, using active engagement and questioning.

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Anthony Fonseca is the library director at Elms College in Massachusetts. He has a doctorate in English and has taught various writing courses and literature survey courses. His books include readers' advisory guides, pop culture encyclopedias and academic librarianship studies.

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Learning strategies in second language acquisition. Michael O'Malley J
(PDF) Theories in Second Language Acquisition Need to be Corroborated
Second Language Acquisition and Bilingualism
(PDF) TESOL Thesis Topic Second Language Acquisition/Learning and
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The Study of Second Language Acquisition by Rod Ellis

VIDEO

Second Language Acquisition. stages, Process and Importance of second Language Acquisition
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Second Language Acquisition Project
What is Second Language Acquisition(SLA)| Second Language Learning
THEORIES OF SECOND LANGUAGE ACQUISITION

COMMENTS

Second Language Acquisition: A Framework and Historical Background on Its Research
After that, the study discusses a framework discussion on second language acquisition (SLA). It discusses the historical background of SLA research on different decades and the most notable views ...
Bilingual Behaviors: Learning Context in Second Language Acquisition
A learner can also travel to a country where the target language is spoken and acquire the language through immersion. The term second language acquisition, L2 acquisition, or sequential bilingualism is used to refer to the acquisition of a language by a child or adult who has already acquired their first language.
(PDF) FACTORS INFLUENCING SECOND LANGUAGE ACQUISITION
Thesis. Full-text available. Jan 2024; ... The key factors that influence second language learning are presented by three groups , Individual distinctions , styles that they adopt , approaches ...
PDF A Comparative Case of Second Language Acquisition Theories and their
A Comparative Case of Second Language Acquisition Theories and their Application by the Ministries of Higher Education for EFL Teacher's Training Programs in Two Latin-American ... they were the results of two grade thesis (conducting to a B.A. in English as a Foreign Language)in both Spanish speaking countries like Chile and the Dominican ...
What We Know About Second Language Acquisition: A Synthesis From Four
L. QUENTIN DIXON is assistant professor in English as a second language and reading in the Department of Teaching, Learning, and Culture in the College of Education and Human Development, Texas A&M University, 352 Harrington Tower, TAMU 4232, College Station, TX 77843; e-mail: [email protected].She earned her doctoral degree in human development and psychology, specializing in language and ...
PDF The Effect of Dialogic Reading on Second Language Acquisition, Output
A Master's Thesis Capstone Submitted in Partial Fulfillment of the Requirements for the Degree of ... increase aid in the Second Language Acquisition (SLA) process. In addition, the researcher hoped to provide a non-deficit perspective of migrant ELLs and their learning. As an advocate
Current Approaches in Second Language Acquisition Research
Offers the most up-to-date coverage of research methods and best practices in the study of second language acquisition, edited by two of the leading figures in the field Current Approaches in Second Language Acquisition Research provides an up-to-date overview of both traditional and cutting-edge techniques and methods in the field. Bringing together contributions from an international team of ...
The Role of Subtitles in Second Language Acquisition
2.1. Second language acquisition The second language (L2) of an individual is a language acquired in addition to the individual's first language (L1), which is often described as either the native language or the mother tongue. At least one L1 is acquired before one begins to learn a second language.
PDF Second Language Acquisition: A Framework and Historical Background ...
Second Language Acquisition (SLA) is one main branch of Applied Linguistics, which is well-known by the research and practices in other disciplines like Linguistics, Psychology, and Sociology. It is moderately a new and fresh area of research. Numerus studies on SLA have been done across the academic institutions.
Frontiers
In the 2000-2010 period, many research topics have been examined. For instance, Liu and Jackson (2008) examined the topic of the unwillingness to communicate in Chinese English as a foreign language context, Lorenzo et al. (2010) focused on the pedagogic approach of Content and Language Integrated Learning (CLIL), and Mills et al. (2006) assessed self-efficacy beliefs and their relation to ...
(PDF) Second language acquisition research and materials development
Second language acquisition research and materials development: Need to bridge the gap between theory and practice November 2021 Pakistan Journal of Humanities and Social Sciences 9(3):281-291
PDF Cognitive Approaches to Second Language Acquisition
Cognitive approaches to L2 acquisition minimally share these two assumptions: • The primary source for both first (L1) and second language (L2) learning is the learner's participative, contextualized experience of language. Language learning is largely usage-based. Humans use language in order to communicate and make meaning.
Second Language Acquisition
Linguistic Approaches to Bilingualism , 3 (3), 316-320. Faculty members research the cognitive mechanisms underlying the acquisition of second language. Questions taken on include whether second language acquisition parallels first in crucial ways, and the extent to which it is governed by principles of universal grammar.
The Impact of Language Acquisition and Language Learning On Learning
An important factor of language acquisition is for children to be fluent in one language before they learn a second language. Children that do not have a firm grasp of their first language combine two language patterns and create a different language. ... Unpublished Masters Thesis, M.ed. Special Education, University of Alaska Southeast ...
Second Language Acquisition, PhD < University of Iowa
The second language acquisition (SLA) doctoral program emphasizes theory, research, and classroom-based teaching and learning. All students take courses in SLA theory, multimedia, research methods, language learning, and linguistics. ... Thesis. Students must complete a thesis (maximum of 15 s.h., with a minimum of 2 s.h.) Course List; Course ...
Second Language Acquisition Ph.D.
Second Language Acquisition. The Ph.D. program in SLA at the University of Maryland, College Park, has a strong cognitive and psycholinguistic research focus and is designed for students working in the domain of adult second language acquisition. The program prepares its graduates to work in the academia, the education sector, government and ...
PDF Second Language Acquisition: Issues and Implications
Second language acquisition (SLA) is a relatively young field. In fact, it is hard to state a beginning date, but it is probably fair to say that the study of SLA has expanded and developed significantly in the past 50 years. It can be assumed that the field had its antecedents in the foundational texts published during the middle of the ...
An Introduction to the Second Language Acquisition
Second language acquisition, or SLA, has two meanings. In a general sense it is a term to describe learning a second language. More specifically, it is the name of the theory of the process by ...
Dissertations.se: SECOND LANGUAGE ACQUISITION
Showing result 1 - 5 of 64 swedish dissertations containing the words second language acquisition . 1. Age and Constraints on Language Learning : First Language Retention and Second Language Acquisition in International Adoptees. Abstract : This thesis investigates the influence of age of acquisition on the long-term second language development ...
Thesis Topics Related to Language Learning and Acquisition
Anthony Fonseca - Updated June 27, 2018. Language learning and acquisition is an excellent potential thesis topic for students working towards a master's degree in English, Linguistics, Education or English as a Second Language (ESL). It is also a good choice for seniors who have opted for the thesis option, especially those in honors programs.
Thesis Of Second Language Acquisition
Thesis Statement Second language Acquisition is the learning of a language of any level, provided that the learning of the second language takes place later than the acquisition of the first language. Introduction The research on how people can acquire a second language has expanded over the last decade.
PDF Second language acquisition
2.1 Second language acquisition - key terms I would like to define the basic terms which I used in my diploma thesis. These terms are native language, second language, language acquisition and learning. All the exact definitions of these terms can be found in the glossary part of my thesis.
(PDF) Second Language Learning A case study ‬of two ...
Second Language Learning A case study ‬of two second language learners. Authors: Salha Muftah. Omar Al-Mukhtar University. The purpose of this research is to provide a discussion on the issues ...