Social context and fluency in L2 learners : the case of Wales

Author(s)

    • Newcombe, Lynda Pritchard

Bibliographic Information

Social context and fluency in L2 learners : the case of Wales

Lynda Pritchard Newcombe

(New perspectives on language and education)

Multilingual Matters, c2007

  • : hbk
  • : pbk

Available at  / 17 libraries

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Note

Includes bibliographical references (p. 119-133) and indexes

Description and Table of Contents

Volume

: pbk ISBN 9781853599941

Description

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.

Table of Contents

Acknowledgements Foreword Glossary Opening Quotes Chapter 1 Introduction Chapter 2 Adult Language Learners Chapter 3 The Learner’s Experience in the Community Chapter 4 Beyond the Classroom – Cultural and Identity Issues Chapter 5 Anxiety and Lack of Confidence Chapter 6 Time and Opportunity Chapter 7 Sustaining Motivation Chapter 8 Conclusions and Recommendations Bibliography Appendix A
Volume

: hbk ISBN 9781853599958

Description

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.

Table of Contents

Acknowledgements Foreword Glossary Opening Quotes Chapter 1 Introduction Chapter 2 Adult Language Learners Chapter 3 The Learner's Experience in the Community Chapter 4 Beyond the Classroom - Cultural and Identity Issues Chapter 5 Anxiety and Lack of Confidence Chapter 6 Time and Opportunity Chapter 7 Sustaining Motivation Chapter 8 Conclusions and Recommendations Bibliography Appendix A

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