English Language Teaching in its Social Context

SECOND LANGUAGE LEARNING: CONCEPTS AND ISSUES 13To make these ideas more concrete, an example of a particular theory or ‘model’of second language learning is shown in Figure 1.1, taken from Spolsky 1989, p. 28. This.represents a ‘general model of second language learning’, as the proposer describesit (Spolsky 1989, p. 14).The model encapsulates this researcher’s theoretical views on theoverall relationship between contextual factors, individual learner differences, learningopportunities, and learning outcomes. It is thus an ambitious model, in the breadth ofphenomena it is trying to explain. The rectangular boxes show the factors (or variables)which the researcher believes are most significant for learning, i.e. where variation can leadto differences in success or failure.The arrows connecting the various boxes show directionsof influence. The contents of the various boxes are defined at great length, as consisting ofclusters of interacting ‘Conditions’ (74 in all: 1989, pp. 16-25), which make languagek-providesSocial contextleads toAttitudes(of various kinds)which appear in thelearner asMotivationwhich joins with other personalcharacteristics such asknowledgeall of which explain the use thelearner makes of the availableLearning opportunities (formal or informal)4the interplay between learnerand situation determiningLinguistic and non-linguisticoutcomes for the learnerFigurr 1.1 Spolsky’s general modrl of sccond language learningSource: Spolsky 1989: 28