Social Context and Fluency in L2 Learners: The Case of Wales
Social context, an often-neglected dimension in L2 learning/use, can play a vital role in sustaining learners’ initial motivation. As researchers have begun to shift their focus from teaching to learners and learner variables, what happens to learners when they practise their new skills in the commu...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Blue Ridge Summit, PA
Multilingual Matters
[2007]
|
| Schriftenreihe: | New Perspectives on Language and Education
|
| Schlagworte: | |
| Online-Zugang: | DE-859 DE-860 DE-739 DE-473 DE-1046 DE-1043 DE-858 URL des Erstveröffentlichers |
| Zusammenfassung: | Social context, an often-neglected dimension in L2 learning/use, can play a vital role in sustaining learners’ initial motivation. As researchers have begun to shift their focus from teaching to learners and learner variables, what happens to learners when they practise their new skills in the community, has become an important area of concern. Using data on Welsh learners’ experiences outside the classroom, the author argues that, in order to learn a second or foreign language successfully, learners require regular interaction in the target language in a setting in which they feel comfortable. The impact on learners of native speakers’ switch to a language of wider communication, their speed of speech, use of dialect and identity issues are explored as are the relevance of practical issues such as time and opportunity and affective factors such as anxiety |
| Beschreibung: | Description based on online resource; title from PDF title page (publisher's Web site, viewed 23. Nov 2018) |
| Beschreibung: | 1 online resource |
| ISBN: | 9781853599965 |
| DOI: | 10.21832/9781853599965 |
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| 520 | |a Social context, an often-neglected dimension in L2 learning/use, can play a vital role in sustaining learners’ initial motivation. As researchers have begun to shift their focus from teaching to learners and learner variables, what happens to learners when they practise their new skills in the community, has become an important area of concern. Using data on Welsh learners’ experiences outside the classroom, the author argues that, in order to learn a second or foreign language successfully, learners require regular interaction in the target language in a setting in which they feel comfortable. The impact on learners of native speakers’ switch to a language of wider communication, their speed of speech, use of dialect and identity issues are explored as are the relevance of practical issues such as time and opportunity and affective factors such as anxiety | ||
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Datensatz im Suchindex
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| discipline | Soziologie |
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| spelling | Pritchard Newcombe, Lynda Verfasser aut Social Context and Fluency in L2 Learners The Case of Wales Lynda Pritchard Newcombe Blue Ridge Summit, PA Multilingual Matters [2007] © 2007 1 online resource txt rdacontent c rdamedia cr rdacarrier New Perspectives on Language and Education Description based on online resource; title from PDF title page (publisher's Web site, viewed 23. Nov 2018) Social context, an often-neglected dimension in L2 learning/use, can play a vital role in sustaining learners’ initial motivation. As researchers have begun to shift their focus from teaching to learners and learner variables, what happens to learners when they practise their new skills in the community, has become an important area of concern. Using data on Welsh learners’ experiences outside the classroom, the author argues that, in order to learn a second or foreign language successfully, learners require regular interaction in the target language in a setting in which they feel comfortable. The impact on learners of native speakers’ switch to a language of wider communication, their speed of speech, use of dialect and identity issues are explored as are the relevance of practical issues such as time and opportunity and affective factors such as anxiety In English anxiety identity motivation SLA. social context Wales Welsh language Language and languages Study and teaching Social aspects Wales Welsh language Study and teaching Social aspects https://doi.org/10.21832/9781853599965 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Pritchard Newcombe, Lynda Social Context and Fluency in L2 Learners The Case of Wales anxiety identity motivation SLA. social context Wales Welsh language Language and languages Study and teaching Social aspects Wales Welsh language Study and teaching Social aspects |
| title | Social Context and Fluency in L2 Learners The Case of Wales |
| title_auth | Social Context and Fluency in L2 Learners The Case of Wales |
| title_exact_search | Social Context and Fluency in L2 Learners The Case of Wales |
| title_full | Social Context and Fluency in L2 Learners The Case of Wales Lynda Pritchard Newcombe |
| title_fullStr | Social Context and Fluency in L2 Learners The Case of Wales Lynda Pritchard Newcombe |
| title_full_unstemmed | Social Context and Fluency in L2 Learners The Case of Wales Lynda Pritchard Newcombe |
| title_short | Social Context and Fluency in L2 Learners |
| title_sort | social context and fluency in l2 learners the case of wales |
| title_sub | The Case of Wales |
| topic | anxiety identity motivation SLA. social context Wales Welsh language Language and languages Study and teaching Social aspects Wales Welsh language Study and teaching Social aspects |
| topic_facet | anxiety identity motivation SLA. social context Wales Welsh language Language and languages Study and teaching Social aspects Wales Welsh language Study and teaching Social aspects |
| url | https://doi.org/10.21832/9781853599965 |
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