The socio-educational model suggests that social milieu influences individual characteristics, which in turn affect engagement in learning contexts, ultimately impacting linguistic and non-linguistic outcomes. Operationalized representations of the model tend to focus on relations among integrativeness, attitudes to the learning situation, motivation, language anxiety, and language achievement. While objections to the model exist, recent work has challenged their persuasiveness, and as such, it seems appropriate to re-evaluate the model using new data to elucidate its continuing utility in understanding second language outcomes. The objective of this study was therefore to measure the levels of the aforementioned constructs in an international sample and to determine the degree to which they covaried as predicted by the model. A structural equation modelling study of 278 Malaysian high school students studying English compulsorily in national secondary schools in Malaysia found substantial levels of model constructs and statistically significant relationships between them, implying the model’s potential ongoing utility. Implications for second language learning theorization, educational policy, curriculum design, teaching strategies, global language learning contexts, and further research are explored.

中文翻译：

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社会教育模型：基于证据的再评估


社会教育模型表明，社会环境会影响个人特征，而个人特征又会影响学习环境中的参与，最终影响语言和非语言结果。该模型的可操作化表示往往侧重于整合性、对学习情境的态度、动机、语言焦虑和语言成就之间的关系。虽然存在对该模型的反对意见，但最近的工作挑战了它们的说服力，因此，使用新数据重新评估该模型以阐明其在理解第二语言结果方面的持续效用似乎是合适的。因此，本研究的目的是测量国际样本中上述结构的水平，并确定它们如模型预测的那样协变的程度。一项对 278 名在马来西亚国立中学义务学习英语的马来西亚高中生进行的结构方程建模研究发现，模型结构水平很高，它们之间的关系具有统计学意义，这意味着该模型具有潜在的持续效用。探讨了对第二语言学习理论化、教育政策、课程设计、教学策略、全球语言学习背景和进一步研究的影响。