Investigating the Impacts of Psychological Factors on L2 Learning Strategies in Enhancing Communicative Ability of University Students
Keywords:
Communicative Ability, Foreign Language, Language Learning Strategies, Psychological FactorsAbstract
The present research aimed to investigate the impacts of psychological factors on L2 learning strategies in enhancing the communicative ability of the students of Ghazi University. For extracting information from the University students a research questionnaire was devised and 251 resondents responded the researcher positively. The collected data was analysed with the help of SPSS. Finally, based on the participants' assessments and conclusions, most students agreed or strongly agreed with the statements. In many different situations, psychological variables affect L2 learning. Study participants positively responded when asked to rate how psychological elements in second language learning strategies help them when they want to get better at predicting what the other person would say next in the target language. In the same way, psychological elements in L2 learning techniques enhance students' proficiency in target language listening. They also believed that the cognitive capacities of a foreign language are better enhanced by these elements in L2 learning methodologies. Many students acknowledged that psychological elements in L2 learning strategies surprisingly assist them anytime they become stressed, nervous, upset, or indignant, especially while speaking English.
References
Bloom, P. (2004). Myths of word learning. Weaving a lexicon, 205-224.
Bloomfield, L. (2000). Speech-Communities (1933). The Routledge Language and Cultural Theory Reader, 261.
Brown, H. D. (1980). The optimal distance model of second language acquisition. TESOL quarterly, 157-164.
Chomsky, N. (1957). Logical structure in language. Journal of the American Society for Information Science, 8(4), 284.
Cohen, A. D. (1996). Developing the ability to perform speech acts. Studies in second language acquisition, 18(2), 253-267.
Curran, C. A. (1961). Counseling skills adapted to the learning of foreign languages. Bulletin of the Menninger Clinic, 25(2), 78.
Crystal, D. (1997, November). Language: Medium, barrier, or Trojan horse. In Conference on cultural diplomacy at the crossroads: Cultural relations in Europe and the wider world. Wilton House (Vol. 26).
Csizér, K., & Dörnyei, Z. (2005). Language learners’ motivational profiles and their motivated learning behavior. Language learning, 55(4), 613-659.
Ellis, R. (1999). Item versus system learning: Explaining free variation. Applied linguistics, 20(4), 460-480.
Fathman, A. K. (1976). Variables affecting the successful learning of English as a second language. TESOL quarterly, 433-441.
Fedderholdt, K. (1997). Using Diaries to Develop Language Learning Strategies" on Internet.
Harley, H. (2012). Semantics in distributed morphology. Semantics: An international handbook of natural language meaning, 3, 688-709.
Harris, R. A. (1993). The linguistics wars. Oxford University Press.
Massad, J. (1993). Palestinians and the limits of racialized discourse. Social Text, (34), 94-114.
Mehrabian, A. (1977). Individual differences in stimulus screening and arousability. Journal of personality, 45(2), 237-250.
Miller, G. A. (1990). The place of language in a scientific psychology. Psychological Science, 1(1), 7-14.
Lessard-Clouston, M. (1997). Towards an understanding of culture in L2/FL education. The Internet TESL Journal, 3(5), 12.
O'Malley, J. M. (1990). The cognitive basis for second language instruction. Georgetown University Round Table on Languages and Linguistics, 478-495.
Richards, F. M. (1974). The interpretation of protein structures: total volume, group volume distributions and packing density. Journal of molecular biology, 82(1), 1-14.
Robson, M., & Stockwell, P. (2005). Language in theory. A resource book for students. London and New York: Routledge (‘RELI’–Routledge English Language Introductions series).
Rubin, A. M. (1981). An examination of television viewing motivations. Communication research, 8(2), 141-165.
Rubin, D. B. (1990). Formal mode of statistical inference for causal effects. Journal of statistical planning and inference, 25(3), 279-292.
Sapir, E. (1968). Selected Writings of Edward Sapir. Univ of California Press.
Sapir, E. (2023). Selected writings of Edward Sapir in language, culture and personality. Univ of California Press.
Schumann, J. H. (1975). Affective factors and the problem of age in second language acquisition. Language learning, 25(2), 209-235.
Stern, P. C. (1992). Psychological dimensions of global environmental change. Annual review of psychology, 43(1), 269-302.
Snow, C. (1983). Literacy and language: Relationships during the preschool years. Harvard educational review, 53(2), 165-189.
Titone, R. (1985). Early bilingual reading. Literacy in, 261.
Uhl Chamot, A., & El‐Dinary, P. B. (1999). Children's learning strategies in language immersion classrooms. The Modern Language Journal, 83(3), 319-338.
Wenden, A. (1987). Metacognition: An expanded view on the cognitive abilities of L2 learners. Language learning, 37(4), 573-597.
Yorio, C. A. (1979). On TESOL'79: The Learner in Focus.
