On receptivity: a descriptive-explanatory approach to the problem of learner openness in second language acquisition

Abstract

This thesis is an exploratory-conceptual investigation of learner receptivity in second language acquisition. While most studies in second language (L2) acquisition research examine the cognitive and affective factors individually in relation to L2 learning, this study shows that a number of cognitive and affective factors work together to bring about receptivity in L2 learning. A variety of sources of data were used in the study. Five published language-learning biographies were analysed. Also, ten successful Iranian EFL learners' personal language-learning narratives were examined. In addition, transcribed interviews with fifteen Iranian elementary-preintermediate EFL learners were investigated, together with journal entries that the same students kept over a three-month English language course. The thesis begins with the argument that L2 receptivity is the result of the learner's evaluation of the second language or any factors related to it. It is argued that awareness is the cognitive prerequisite for carrying out an evaluation and consequently developing receptivity. It is also asserted that voluntary attention as the immediate cognitive aspect of receptivity can lead to better L2 assimilation. Furthermore, affect, in particular attitudes and anxiety, plays a significant role in L2 receptivity. The data illustrates that learner attitudes can significantly affect L2 receptivity and L2 cognition. The data also shows that excessive tension and anxiety can undermine receptivity, as the learner is rendered unable to take in the linguistic data. Analysis of data further illustrates that a receptive learner makes conscious decisions and takes action to master the L2 or takes steps not to forget aspects of the L2. It is also revealed that early beginnings in L2 learning and turning points along the way affect a learner's evaluation and receptivity to the L2. One pedagogical implication of this study is that in order for the learner to positively evaluate the second language and develop receptivity, it is important that anxiety and sources of threat are minimised. A second implication is that the teacher in the L2 classroom plays an important role in fostering receptivity to the second language.