Krashen Revisited: Case Study of the Role of Input, Motivation and Identity in Second Language Learning

Autor/inn/en	Bailey, Francis; Fahad, Ahmed Kadhum
Titel	Krashen Revisited: Case Study of the Role of Input, Motivation and Identity in Second Language Learning
Quelle	In: Arab World English Journal, 12 (2021) 2, S. 540-550 PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bailey, Francis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Forschungsbericht; Linguistic Theory; Linguistic Input; Case Studies; Second Language Learning; Second Language Instruction; Role; Self Concept; Learning Motivation; English (Second Language); Role Models; Language Role; Reading Programs; Sustained Silent Reading; Multiple Literacies; Multimedia Materials; Personal Narratives; Learning Experience; Language Attitudes; Arabs; Foreign Countries; Teacher Attitudes; Educational Experience; College Faculty; Iraq + Suchen Sie Ihr Suchwort? Linguistische Theorie; Sprachbildung; Case study; Fallstudie; Case Study; Zweitsprachenerwerb; Fremdsprachenunterricht; Rollen; Selbstkonzept; Motivation for studies; Lernmotivation; English as second language; English; Second Language; Englisch als Zweitsprache; Identifikationsfigur; Stilles Lesen; Erlebniserzählung; Lernerfahrung; Sprachverhalten; Arab; Araber; Ausland; Lehrerverhalten; Bildungserfahrung; Fakultät; Irak
Abstract	Stephen Krashen has a long and enduring legacy in the field of second language acquisition. His "Input Hypothesis" was among the very first attempts to create a coherent theoretical account of second language learning. Krashen argued that learners can acquire language through the process of comprehending it. While elements of his model have been extensively critiqued, this idea has endured and offers teachers a clear mandate to provide learners with abundant opportunities to making meaning of the target language. Utilizing a case study of an English language learner, Krashen's model is challenged and enriched by considering the role that motivation and identity play in learning. Teachers tapping into an important source of learner motivation, role models drawn from the local community or broader society, can inspire and energize students' studies and help them visualize a life in which a second language plays a vital role. Building upon Krashen's idea of the importance of language teachers and programs creating robust reading programs for a sustained engagement with second language print resources, the authors propose to expand his vision and include all manner of multimedia and technologies. However, such a program can only succeed if teachers mediate their learners' social identities and motivations for sustained second language learning. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01