Socio-Demographic and Psychological Predictors of Second Language Achievement: A Systematic Review

Vyas Poonam, S. Sangeeta
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引用次数: 0

Abstract

There is a considerable amount of research investigating the impact of variables such as age, gender, and cognitive ability on second language acquisition. In second language acquisition, besides such individual variables, equal importance should be given to the social demographic variables. Therefore, it is crucial to direct this focus towards socio-demographic and psychological factors because, after the critical period, the difficulties faced by the students due to such variables are profound (Krashen, 1981). Even though research frameworks encompassing previous literature exist, a recent theoretical framework to study the socio-demographic variables and SLA relationship in higher education is still missing. This systematic literature review was undertaken to propose a theoretical model comprising socio-demographic and psychological factors and their impact on SLA. Four electronic databases—ERIC, ProQuest, SAGE Journals, and Science Direct, were used to locate relevant articles to the topic. Thereafter, a thematic analysis of the literature from 2014 to 2021 was performed. Out of 1021 studies, 45 research papers were systematically analyzed. The study offers recommendations for English language teaching and learning, which include focusing on individuals, their social and cultural background as well as their state of mind.
第二语言成就的社会人口学和心理学预测因素:系统回顾
有相当多的研究调查了年龄、性别和认知能力等变量对第二语言习得的影响。在二语习得中,除了这些个体变量外,社会人口变量也同样重要。因此,将注意力转向社会人口和心理因素是至关重要的,因为在关键时期之后,学生因这些变量而面临的困难是深刻的(Krashen, 1981)。尽管已有涵盖以往文献的研究框架,但研究高等教育中社会人口变量和二语习得关系的理论框架仍然缺失。本文通过系统的文献综述,提出了一个包含社会人口学和心理因素及其对二语习得影响的理论模型。四个电子数据库——eric、ProQuest、SAGE期刊和Science Direct,被用来定位与主题相关的文章。之后,对2014年至2021年的文献进行了专题分析。在1021项研究中,系统分析了45篇研究论文。该研究为英语教学提供了建议,其中包括关注个人,他们的社会和文化背景以及他们的精神状态。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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