Social Context And Fluency In L2 Learners
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Social Context and Fluency in L2 Learners
Author: Lynda Pritchard Newcombe
language: en
Publisher: Multilingual Matters
Release Date: 2007
The focus in this book is on learners experiences using Welsh outside class but the issues discussed have implications for a wide range of other situations where the population is bilingual or multilingual and interaction takes place in a language of wider communication.
Social Context and Fluency in L2 Learners
Author: Lynda Pritchard Newcombe
language: en
Publisher: Multilingual Matters
Release Date: 2007-08-07
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.
Fluency in L2 Learning and Use
Author: Pekka Lintunen
language: en
Publisher: Multilingual Matters
Release Date: 2019-12-06
This book brings together theoretical and empirical approaches to second language (L2) fluency and provides a state-of-the-art overview of current research on the topic. The strength of the volume lies in its interdisciplinarity: the chapters approach fluency from non-traditional starting points and go beyond disciplinary boundaries in their contributions. The volume includes chapters investigating fluency from an L2 perspective and integrates perspectives from related fields, such as psycholinguistics, sign language studies and L2 assessment. The book extends the common foci and approaches of fluency studies and offers new perspectives that enable readers to evaluate critically existing paradigms and models. This encourages the development of more comprehensive frameworks and directs future L2 fluency research into new areas of L2 learning and use.