LEARNING CONTEXT AND ITS EFFECTS ON SECOND LANGUAGE ACQUISITION: Introduction

Collentine, Joseph; Freed, Barbara F.

doi:10.1017/s0272263104262015

Cited by 212 publications

(149 citation statements)

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“…Learning a language is the process of appropriating the cultural resources or voices of local communities in broad social contexts. It is impossible for language learners to be quarantined from the "real world" and considered as a set of asocial, amoral skills to be mastered; they are always shaped, produced, and consumed in relation to broader social and cultural conditions (Burr, 1995;Collentine & Freed, 2004;Wertsch, 1991). Herron's (1994) findings indicated that comprehension in a foreign language is facilitated by richness of context.…”

Section: Context and Language Learningmentioning

confidence: 99%

Second Language Teaching and Learning with Technology: Views of Emergent Researchers

Thouësny¹,

Bradley²

2011

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• Attribution: You must attribute the work in the manner specified by the publisher.• Noncommercial: You may not use this work for commercial purposes.• No Derivative Works: You may not alter, transform, or build upon this work.Research-publishing.net has no responsibility for the persistence or accuracy of URLs for external or third-party Internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Moreover, research-publishing.net does not take any responsibility for the content of the pages written by the authors of this book. The authors have recognised that the work described was not published before (except in the form of an abstract or as part of a published lecture, or thesis), or that it is not under consideration for publication elsewhere. While the advice and information in this book are believed to be true and accurate on the date of its going to press, neither the authors, the editors, nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, expressed or implied, with respect to the material contained herein.Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.The print on demand version is an exact printed copy of the original eBook project which can be found at http://www.research-publishing.net.Typeset by research-publishing.net Cover design by Raphaël Savina (raphael@savina.net)• Fonts used are licensed under a SIL Open Font License.• Cantarell, designer Dave Crossland; Old Standard TT, designer Alexey Kryukov.ISBN13: 978-1-908416-00-1 (eBook) ISBN13: 978-1-908416-01-8 (print on demand) British Library Cataloguing-in-Publication Data. A cataloguing record for this book is available from the British Library.iii Notes on Contributors EditorsSylvie Thouësny is a Ph.D. student at Dublin City University, Ireland. Her current research focuses on language learner variability and language learner modeling to assist second language teachers in the provision of strategic and effective feedback adapted to each individual. This field of research mainly draws on disciplines such as applied linguistics, human computer interaction, natural language processing, intelligent computer-assisted language learning, and dynamic assessment.Linda Bradley is a Ph.D. student and lecturer at the Centre for Language and Communication, Chalmers University of Technology, Sweden. Her research interest is language learning and technology, investigating students' interaction, communication and linguistic production in online environments within higher education. Her publications focus on student collaboration and intercultural learning on web based tools such as wikis and blogs. In addition, she has a general interest in self-directed learning on emergent mobile devices. Reading CommitteeFrançoise Blin has been working in CALL since the late eightie...

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Section: Context and Language Learningmentioning

confidence: 99%

Second Language Teaching and Learning with Technology: Views of Emergent Researchers

Thouësny¹,

Bradley²

2011

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“…Some of the theories I have examined and applied in the analysis and interpretation of data are the following: social capital theory (Portes, 1998;Putnam, 2000), social identity and L2 acquisition (Norton, 2013;Norton Pierce, 1995), sociocultural theory of language acquisition (Collentine & Freed, 2004;Duff, 2007, Lantolf, 2000, immigrant acculturation and integration theory (Ager & Strang, 2008;Berry, 1997;Phinney, 1996). The analysis of data based on these multiple theories is presented in Part C of the thesis from chapter nine to chapter 13.…”

Section: Figure 1 Cyclical Process Of Data Analysismentioning

confidence: 99%

“…Taking the perspective that the context has a "strong and traceable" (Spolsky, 1988) influence in language learning, this chapter will discuss how the framework of context and social relationship enables or limits the learners' investment and progress in acquiring English. Many SLA researchers have contended that although language learning is an individual process, it occurs in a specific social context and thus needs to be understood with reference to the sociocultural factors embedded in the given contexts (Collentine & Freed, 2004;Firth & Wagner, 1997;Norton Pierce, 1995;Spolsky, 1988).…”

Section: Chapter 11 Host Community Context and Language Learningmentioning

confidence: 99%

Language Learning and Integration of Adult Bhutanese Refugees: An Ethnographic Study

Koirala

2018

Structuring the Thesis

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“…Ellis (1994) defines the learning context as "the different settings in which L2 learning can take place." 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).…”

Section: The Language Learning Contextmentioning

confidence: 99%

Two at the time: The parallel learning of French and English as foreign languages

Clercq

Simoens

2015

Círculo De Lingüística Aplicada a La Comunicación

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In this paper, we report on the findings of a research project on the parallel learning of two foreign languages, French and English, by the same pupils in secondary education in Flanders (Belgium). The Flemish education system offers a unique context whereby the same learners acquire two foreign languages simultaneously in similar classroom environments. Not only does this reduce the number of intervening variables (e.g. memory capacity and age) substantially, it also offers an exclusive insight into the interaction between linguistic proficiency, curricular context and socio-psychological dispositions. Some 125 Dutch-speaking pupils, enrolled in the final year of secondary school, were selected from five schools in Flanders. Proficiency in both languages was measured by a cross-linguistically comparable test battery that evaluated productive de clercq and simoens: paralell learning 10 skills (speaking and writing). In addition, the pupils' attitudinal-motivational dispositions towards these languages were determined by means of a written questionnaire, consisting of some 100 statements that were based upon Gardner's (1985) AMTB and Baker's (1992) attitude instrument.In spite of their higher curricular exposure to French, the pupils consistently attained higher proficiency levels in English and were overall more favourably disposed towards English than towards French. Although several factors may contribute to this twofoldresult, our study suggests that the extra-curricular exposure to a foreign language is a significant factor with regard to foreign language learning as it influences both the available learning opportunities and the socio-psychological dispositions towards the foreign language. In turn, the combination of additional extra-curricular input and more In the last two decades, the ability to communicate in more than one language has become a key postulate of modern educational theory. Therefore most national educational systems in Europe provide the opportunity for their citizens to learn at least one language other than their own (Bonnet, 2002;EuroStat, 2012). This has resulted in a heightened attention to learning outcomes in foreign language teaching and learning, and in renewed efforts to identify the most effective approaches to foreign language education (e.g. Bonnet, 2002;García, 2009; Rifkin, 2005; Rolstad et al., 2005). To this respect, the current article is concerned with the outcomes and effectiveness of traditional foreign language education in secondary education where the target language (TL) is taught as a separate subject, typically for a limited number of lessons per week, and where the language classroom is usually the major if not sole source of contact with the TL.Although traditional foreign language instruction is still the most prevalent approach to foreign language education (C. Baker, 2006), the general consensus among educational policy makers, language educators and applied linguistics researchers appears to be that traditional foreign language teaching (FLT) i...

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LEARNING CONTEXT AND ITS EFFECTS ON SECOND LANGUAGE ACQUISITION: Introduction

Cited by 212 publications

References 21 publications

Second Language Teaching and Learning with Technology: Views of Emergent Researchers

Second Language Teaching and Learning with Technology: Views of Emergent Researchers

Language Learning and Integration of Adult Bhutanese Refugees: An Ethnographic Study

Two at the time: The parallel learning of French and English as foreign languages

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