My major is Applied Linguistics in Education Custom Essay

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Note: this study is theoretical analysis; it means no methodology and case study. And to make it narrow and specific we need to find who the learner (second language learner) is, and in which field My major is Applied Linguistics in education Note: this study is theoretical analysis; it means no methodology and case study. And to make it narrow and specific we need to find who the learner (second language learner) is, and in which field

What I want to prove at the end that MacIntyr’s Model 1998 (the Pyramid model is still valid till now for educators but which educators??????? Education or communication we need to specify In highlighting the importance of WTC, MacIntyre (2007) asserted that “WTC offers the opportunity to integrate psychological, linguistic, educational, and communicative approaches to L2 research that typically have been independent of each other and it may be seen as both an individual difference factor facilitating L2 acquisition, especially in a pedagogical system that emphasizes communication, and as a nonlinguistic outcome of the language learning process” (564).

So we need to look at the development of this model (origin) going deeply

Historical development of WTC model
2.2.1 Early model by McCrosky (1985): WTC in L1 (first language)

2.2.2 Modified version of WTC by McIntyre (94’, ’96, ’98): WTC in L2 (second language)
2.2.2.1 94’, 96’, 98’ models
2.2.2.1 Situational variables
2.2.2.2 Enduring variables

We need to refer to the figure (like 1 or 2, 3) as we need to draw the shape of every model.
So in my opinion to prove that MacIntyr’s Model 1998 is still relevant till now we need to look at other models Like THE SOCIAL CONTEXT MODEL Clément’s (1980; Clément & Kruidenier, 1985) social context model does not deal with L2 usage, but describes the interrelations among
interethnic contact,L2 confidence,L2 competence, and L2 identity we can find this model in WILLINGNESS TO COMMUNICATE IN A SECOND LANGUAGE The Effects of Context, Norms, and Vitality
RICHARD CLÉMENT
SUSAN C. BAKER
University of Ottawa
PETER D. MACINTYRE

And also look at Socio-educational Model by Gardner ( the book at chapter 8 (1995) and another model in chapter 3 in article Motivation, anxiety and emotion in second language acquisition. Peter D. Maclntyre
and look at the opinions of critics as well and one more model during reading we can discover. What do you think is there any other ideas?
We need to look at the historical and implicated (implication) level of these models. Critics as well
What I need to know at the beginning
1- We need to know what this thesis will explore.
2- The rational for this study
3- The problem
4- The interest
5- The research Questions
6- Objectives and aims
7- The gap with other studies
8- What we want to prove at the end

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