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Motivation Among Pre-intermediate Iranian Language Learners: From Explicit Knowledge Toward Implicit Syntactic

Amirabbas Rafiee Fazel¹, Mehdi Latifi², M Raouf Moini²

¹Faculty of Literature and Foreign Languages, English Department, University of Kashan, Qotb Ravandi Blvd., Kashan, Iran. amirabbas.rafiee@yahoo.com.

Journal of Psycholinguistic Research

|February 11, 2018

Summary

Learner motivation significantly impacts second language (L2) acquisition, particularly influencing implicit grammatical knowledge development over time. Explicit knowledge gains showed less motivational correlation.

Keywords:

Explicit knowledge Foreign language Implicit knowledge Individual differences Motivation

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Area of Science:

Psycholinguistics
Second Language Acquisition
Educational Psychology

Background:

Variable success in second language (L2) learning is often linked to motivation levels.
Understanding the interplay between motivation and different types of L2 knowledge is crucial for effective pedagogy.

Purpose of the Study:

To investigate how individual differences in motivation appraisal dimensions predict explicit and implicit syntactic knowledge in L2 learners.
To examine the role of motivation in the development of syntactic structures under varied learning conditions.

Main Methods:

Participants underwent implicit and explicit training for three syntactic structures.
Motivation was assessed using questionnaires prior to instruction.
Syntactic development was evaluated at early and late stages of acquisition.

Main Results:

Explicit syntactic knowledge showed superior performance but limited correlation with motivation.
Implicit syntactic knowledge demonstrated positive relationships with motivational dimensions upon delayed testing.
Motivation's influence was more pronounced on the development of implicit rather than explicit L2 knowledge.

Conclusions:

L2 theoretical models suggesting distinct roles for explicit and implicit knowledge at different acquisition stages are supported.
Individual differences in motivational appraisals are key factors contributing to variability in implicit L2 knowledge development.