2011
DOI: 10.1515/iral.2011.005
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Conceptualizing and measuring the impact of contextual factors in instructed SLA – the role of language prominence

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Cited by 33 publications
(22 citation statements)
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“…M o r e f r e q u e nt u s e o f a F L h a s b e e n l i n k ed w it h l o w e r l e v e l s o f F L A / F L C A (Dewaele, 2007;Dewaele et al, 2008) and it is therefore not surprising that the Chinese learners in schools where English was used outside the FL class felt less anxious using the language. Indeed, Housen et al (2011) found that learners studying a target language widely used outside the language classroom (a typical L2 context) outperform learners in contexts where the target language is less prominent (a typical FL context). However, the higher values of SLTA in the English medium school suggests that more regular contact with a FL, and possibly with slightly different cultural practices, makes students more tolerant of second language ambiguity.…”
Section: Discussionmentioning
confidence: 99%
“…M o r e f r e q u e nt u s e o f a F L h a s b e e n l i n k ed w it h l o w e r l e v e l s o f F L A / F L C A (Dewaele, 2007;Dewaele et al, 2008) and it is therefore not surprising that the Chinese learners in schools where English was used outside the FL class felt less anxious using the language. Indeed, Housen et al (2011) found that learners studying a target language widely used outside the language classroom (a typical L2 context) outperform learners in contexts where the target language is less prominent (a typical FL context). However, the higher values of SLTA in the English medium school suggests that more regular contact with a FL, and possibly with slightly different cultural practices, makes students more tolerant of second language ambiguity.…”
Section: Discussionmentioning
confidence: 99%
“…la dyslexie) et (7) l'apprenant n'a pas redoublé. L'expérience s'est déroulée dans l'enceinte des EE de Bruxelles I, II, II et de Luxembourg (Kirchberg) et fait partie d'un projet de recherche plus large (voir Housen et al 2011 e.a. ), ayant pour but d'étudier la façon dont des enfants à langue maternelle distincte (l'allemand, l'anglais et l'espagnol) apprennent l'anglais ou le français dans divers contextes européens.…”
Section: Participantsunclassified
“…While contextual factors do not figure in every SLA theory, the relationship between context and learning has been investigated frequently clac 63/2015, 9-41 de clercq and simoens: paralell learning 15 because the former has been observed to significantly influence linguistic outcomes of foreign language learning (Collentine & Freed, 2004;Ellis, 2008). Learning contexts have typically been characterized through distinctions such as second and foreign language learning, or naturalistic and classroom exposure, in the assumption that different types of learning and different learning outcomes underpin these dichotomies (Housen et al, 2011). Collentine and Freed (2004) noted, however, that not a single learning context provides consistently higher benefits for all dimensions of language learning.…”
Section: The Language Learning Contextmentioning
confidence: 99%
“…Housen et al (2011) further define learning contexts as consisting of variables at an individual learning level, a curricular and an extracurricular level. The individual learning context is shaped by "the learners' individual needs, orientations, preferences, abilities, knowledge, personality traits, and their social networks and discourse-interactional practices" (Housen et al, 2011, p. 86).…”
Section: The Language Learning Contextmentioning
confidence: 99%
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