A Study of Non-Cognitive Factors Influencing Second Language Acquisition Of Elementary School Students Of Delhi
DOI:
https://doi.org/10.29070/tmy4rb81Keywords:
Non-cognition, Second language, ElementaryAbstract
This research aimed to explore the non-cognitive factors influencing second language acquisition (SLA), with a particular focus on intrinsic motivation, anxiety, social interaction, and environmental influences. Through the analysis of survey data, the study highlights the profound impact these non-cognitive variables have on students’ ability to acquire a second language effectively.
It also helps the teachers to improve the performance of learners by using non-cognitive strategies in their teaching learning process. Teachers will implement these non-cognitive strategies and improve the performance of learners by language acquisition.
References
G, García. (2013). What we learn in school: Cognitive and non-cognitive skills in the educational production function college( the Executive Committee of the Graduate School of Arts and Sciences, Columbia university).vol,pp.12-355.
Leslie. M,G. & Ingrid S, (2013): A synthesis of causal evidence linking non-cognitive skills to later outcomes for children and adolescents . UCL Institute of Education Endowment Fund (EEF) and the Cabinet Office.(pp.1-51).
Mc Lanahan (2004). Heckman (2008) for American data and OECD (2011) for evidence around the world.
Nagaoka,J., Farrington,C.A,Roderick,M.,(2013). Readiness for College: The Role of Noncognitive Factors and Context, Annenberg Institute for School Reform vol.7.pp53.
Shrivastava,P. & Shrivastava, S. (2016-17). A Study of Primary and Middle School Students of Raipur & Gariaband District of Chhattisgarh research journal for slow learner identification studies, Vol .14(1).
Thaham,M.(2018).A study of improving the learning outcome of e-learners using self-intelligent learning style classifier college( Anna university) vol .1 (88).
Ward.M.(1996). Achievement and Ability Tests - Definition of the Domain "Educational Measurement, University Press of America, pp. 2–5, ISBN 978-0-7618-0385-0
Z,Mosche (1998). Test anxiety: The state of the art, New York: New York: Plenum Press. p. 259. ISBN 9780306471452. OCLC 757106093.
Zhou,K.(2016).Non-cognitive skills: Definitions, measurement and malleability ,Paper commissioned for the Global Education Monitoring Report UNESCO Vol.1 pp.5.
Davis, C. D., Kaufman, J. C., & McClure, F. H. (2011). Non-cognitive constructs and self-reported creativity by domain. Journal of Creative Behavior, 45, 188-202
Davis, C. D., Kaufman, J. C., & McClure, F. H. (2011). Non-cognitive constructs and self-reported creativity by domain. Journal of Creative Behavior, 45, 188-202
Bjorklund-Young.A,(2016).What Do We Know About Developing Students’ Non-cognitive Skills? institute of education policy john’s school of hopkins
This work is licensed under a 