The Human Factor and the Development of a Second Language.

The focus of this study is to investigate how motivation, language learning strategies, and transfer of first language (L1) knowledge of grammar influence the learner’s second language proficiency level. The study was done in a Thames Valley University undergraduate Spanish beginners course (n = 96). The central question on which the research is based can be given as: “What student characteristics have the potential to influence the ultimate level of Spanish language achievement in particular in integrated classes of full time undergraduate (FTU) students and part time associated (PTA) students? This exploratory ex post facto study in social science is approached in a linguistic and educational ontology. The analysis of variance ANOVA was carried out to find the differences in the mean scores between the dependent variables across groups and gender. In addition, a Pearson product moment correlation was employed to find the relationship between L1 knowledge of grammar and an achievement test. A multiple regression analysis was used to investigate the relationship between the total scores in Spanish and the dependent variable, using a Part correlation to see the shared variance of these variables. The results show that there are only statistically significant differences in the mean scores between the full time undergraduate group and the part time associated group in relation to motivation, language learning strategies (LLS) and L1 knowledge of grammar. On the contrary, no significant differences were found between interaction with gender and groups. The results show high correlation among the dependent variable and the tests. However, there is no statistical significance among the tests for the FTU or the PTA groups. The results show statistical significant correlation among the total scores in Spanish and the L1 knowledge of grammar, Cognitive-LLS (C-LLS), and integrative motivation for the FTU; and L1 knowledge of grammar and C-LLS for the PTA It was concluded that the PTA group achieve a higher proficiency level than the FTU group after the same period of time learning Spanish. In addition, L1 knowledge of grammar has a strong influence on L2 proficiency level. Integrative motivation and metacognitive LLS (M-LLS) enhances second language (L2) proficiency level