What is the difference between Gardener’s Socio Educational Model and its revised version

 Let's break down the key differences between Gardner's original Socio-Educational Model and its revised version:

Original Socio-Educational Model

• Focus: Primarily on the role of motivation in second language acquisition (SLA).

• Key Variables:

  • Social Milieu: The cultural and environmental context in which language learning takes place.  
  • Individual Differences: Factors within the learner, including:
    • Intelligence
    • Language Aptitude
    • Motivation (integrative and instrumental)
    • Anxiety
  • Second Language Acquisition Contexts: The settings where learning occurs (formal vs. informal)
  • Outcomes: The language proficiency and skills acquired.

• Core Idea: Motivation, especially integrative motivation (desire to be part of the target language community), significantly influences language learning success.

Revised Socio-Educational Model

• Expanded Focus: Still emphasizes motivation, but also acknowledges the dynamic interplay between various factors in SLA.
• Key Changes:
  • Integrative Motive Expanded: Now includes three components:
    • Integrativeness: Interest and identification with the target language community.  
    • Attitudes Toward the Learning Situation: Feelings about the learning environment, teachers, etc.
    • Motivation: Effort and desire to learn, alongside positive attitudes.
  • More Emphasis on Context: Recognizes how the learning environment, including teacher behavior and instructional approaches, can impact motivation and learning outcomes.
  • Dynamic Relationship: Highlights the reciprocal influence between motivation, language achievement, and the learning context. Success can boost motivation, while a negative experience can hinder it.

In essence, the revised model offers a more nuanced and comprehensive understanding of the language learning process. It moves beyond simply highlighting the importance of motivation to recognizing the complex interactions between individual factors, the learning environment, and language achievement itself.