Difficulty as an Affective Factor: Does 'No Error' Mean 'No Difficulty'?

概要

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This paper examines learners' perception of difficulty, a factor affecting motivation. Despite the fact that researchers and teachers would probably agree on the need to understand learner difficulty, the phenomenon of learners finding language learning difficult has not received much attention either in the research literature or in the professional literature of classroom language learning and teaching. This is mainly due to the assumption that errors adequately reflect difficulty. This paper discusses how learner difficulty is related to learner performance as well as how difficulty is perceived by individual learners, and considers the implications for task motivation.
広島修道大学の論文
1998-02-27