330
M
o e l l e r
& C
a t a l a n o
i n
I
n t l
E
n c y c l
f o r
S
o c I a l
a n d
B
E h a v
. S
c I
.
(2015)
Results of studies investigating environmental factors re-
ported on the effect on achievement scores. Carroll (1975)
conducted a survey of French instruction in eight countries
and noted effects
on achievement by gender, school type, and
teacher gender, and mixed effects according to parental inter-
est. Social factors outside the school were determined to have
a significant impact on the development of language profi
-
ciency. Both cognitive and affective factors were investigated
to explain the variance in foreign language achievement. Mo-
tivation, attitudes, anxiety, self-esteem, tolerance of ambigu-
ity, risk-taking,
cooperation, and competition proved to be key
variables that explained individual differences in foreign lan-
guage learning (Ellis, 1994). Successful language learning was
determined to be largely dependent on who was learning the
language, under what circumstances, and for what purposes.
Foreign language acquisition was revealed to be a complex,
multidimensional process influenced by both learner and en
-
vironment variables. The questions generated by these theories
and research studies began to focus on significant new respon
-
sibilities on the part of the teacher in the design and support
of individual and personalized learning tasks.
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