Learner beliefs about sociolinguistic competence: A qualitative case study of four university second language learners
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Jinsuk Yang
Jinsuk Yang is a Ph.D. candidate in the Department of Curriculum, Teaching and Learning at Ontario Institute for Studies in Education of the University of Toronto. She is interested in economic, political and social aspects of language education.
and
Katherine Rehner
Katherine Rehner is an Associate Professor in the Department of Language Studies at the University of Toronto Mississauga. Her graduate appointment is in the Language and Literacies Education program in the Department of Curriculum, Teaching and Learning at OISE, University of Toronto. Her research focuses on the development of sociolinguistic competence by speakers of French as a first or second language.
Abstract
This article explores the beliefs about second language (L2) sociolinguistic competence of four university-level advanced L2 learners. It places particular emphasis on 1) how these university learners conceptualized L2 sociolinguistic competence; 2) how they thought about two different language learning contexts (viz., the L2 classroom versus study abroad) for their development of sociolinguistic competence; and 3) the L2 strategies they employed to develop their L2 sociolinguistic knowledge. The study found, first, that the university learners conceived of sociolinguistic competence as the ability to adjust their language to reflect the social distance between themselves and other speakers. Second, it demonstrates that the university learners believed that the classroom environment might provide them with insufficient opportunities to utilize those L2 registers that are most sensitive to context. Nevertheless, their beliefs about the necessity of having sociolinguistic competence played a pivotal role in helping most of them to find meaningful L2 learning opportunities in the classroom, as well as in study-abroad contexts. Finally, while immersive experiences can help learners sustain L2 motivational strategies according to their ultimate L2-related goals, the present study lends support to the observation that contexts per se cannot function as meaningful L2-rich environments.
About the authors
Jinsuk Yang is a Ph.D. candidate in the Department of Curriculum, Teaching and Learning at Ontario Institute for Studies in Education of the University of Toronto. She is interested in economic, political and social aspects of language education.
Katherine Rehner is an Associate Professor in the Department of Language Studies at the University of Toronto Mississauga. Her graduate appointment is in the Language and Literacies Education program in the Department of Curriculum, Teaching and Learning at OISE, University of Toronto. Her research focuses on the development of sociolinguistic competence by speakers of French as a first or second language.
References
Alanen, Rikka.2003. A sociocultural approach to young language learners’ beliefs about language learning. In PaulaKalaja & Ana MariaF. Barcelos (eds.), Beliefs about SLA: New research approaches, 55–86. Dordrecht, The Netherlands: Kluwer.10.1007/978-1-4020-4751-0_3Search in Google Scholar
Barcelos, AnaMariaF.2003. Researching beliefs about SLA: A critical review. In PaulaKalaja & Ana MariaF. Barcelos (eds.), Beliefs about SLA: New research approaches, 7–34. Dordrecht, The Netherlands: Kluwer.10.1007/978-1-4020-4751-0_1Search in Google Scholar
Barcelos, AnaMariaF.2008. Learning English: Students’ beliefs and experiences in Brazil. In PaulaKalaja, VeraMenezes & Ana MariaF. Barcelos (eds.), Narratives of learning and teaching EFL, 35–48. New York: Palgrave Macmillan.Search in Google Scholar
Block, David.2003. The social turn in second language acquisition. Edinburgh, UK: Edinburgh University Press.Search in Google Scholar
Blondeau, Hélène & NaomiNagy. 2008. Subordinate clause marking in Montreal Anglophone French and English. In MiriamMeyerhoff & NaomiNagy (eds.), Social lives in language –sociolinguistics and multilingual speech communities: Celebrating the work of Gillian Sankoff, 273–313. Amsterdam: John Benjamins.10.1075/impact.24.18bloSearch in Google Scholar
Brown, James Dean.1995. The elements of language curriculum: A systematic approach to program development. Boston, MA: Heinle & Heinle.Search in Google Scholar
Cheng, Liying & JannaFox. 2008. Towards a better understanding of academic acculturation: Second language students in Canadian universities. The Canadian Modern Language Review65(2). 307–333.10.3138/cmlr.65.2.307Search in Google Scholar
Collentine, Joseph G.2009. Study abroad research: Findings, implications and future directions. In Michael H.Long & Catherine J.Doughty (eds.), The handbook of language teaching, 218–233. New York: Wiley.10.1002/9781444315783.ch13Search in Google Scholar
Cook, Vivian.2001. Using the first language in the classroom. The Canadian Modern Language Review57(3). 402–423.10.3138/cmlr.57.3.402Search in Google Scholar
Council of Europe. 2001. Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge, UK: Cambridge University Press.Search in Google Scholar
Creswell, John W.2012. Qualitative inquiry and research design: Choosing among five approaches, 3rd edn. Thousand Oaks, CA: Sage.Search in Google Scholar
Dekeyser, Robert.2010. Monitoring processes in Spanish as a second language during a study abroad program. Foreign Language Annals43(1). 80–92.10.1111/j.1944-9720.2010.01061.xSearch in Google Scholar
Dewaele, Jean-Marc.2004a. The acquisition of sociolinguistic competence in French as a foreign language: An overview. Journal of French Language Studies14(3). 301–319.10.1017/S0959269504001814Search in Google Scholar
Dewaele, Jean-Marc.2004b. Retention or omission of the ne in advanced French interlanguage: The variable effect of extralinguistic factors. Journal of Sociolinguistics8(3). 433–450.10.1111/j.1467-9841.2004.00268.xSearch in Google Scholar
Dewey, Dan P., JenniferBown & DennisEggett. 2012. Japanese language proficiency, social networking, and language use during study abroad: Learners’ perspectives. The Canadian Modern Language Review68(2). 111–137.Search in Google Scholar
Donato, Richard & DawnMcCormick.1994. A sociocultural perspective on language learning strategies: The role of mediation. The Modern Language Journal78(4). 453–464.10.1111/j.1540-4781.1994.tb02063.xSearch in Google Scholar
Dörnyei, Zoltán.2001. Motivational strategies in the language classroom. Cambridge, UK: Cambridge University Press.10.1017/CBO9780511667343Search in Google Scholar
Dörnyei, Zoltán.2009a. The L2 motivational self system. In Z.Dörnyei & E.Ushioda (eds.), Motivation, language identity and the L2 self, 9–42. Bristol, UK: Multilingual Matters.10.21832/9781847691293-003Search in Google Scholar
Dörnyei, Zoltán.2009b. The psychology of second language acquisition. Oxford, UK: Oxford University Press.Search in Google Scholar
Du, Hang. 2013. The development of Chinese fluency during study abroad in China. The Modern Language Journal97(1). 131–143.10.1111/j.1540-4781.2013.01434.xSearch in Google Scholar
Duff, Patricia.2003. New directions in second language socialization research. Korean Journal of English Language and Linguistics3. 309–339Search in Google Scholar
Duff, Patricia & MasakiKobayashi. 2010. The intersection of social, cognitive, and cultural processes in language learning: A second language socialization approach. In RobBatstone (ed.), Sociocognitive perspectives on language use and language learning, 75–93. Oxford, UK: Oxford University Press.Search in Google Scholar
Firth, Alan & JohannesWagner. 1997. On discourse, communication, and (some) fundamental concepts in SLA research. The Modern Language Journal81(3). 285–300.Search in Google Scholar
Freed, Barbara F.1995. What makes us think that students who study abroad become fluent?In BarbaraF. Freed (ed.), Second language acquisition in a study abroad context, 123–148. Amsterdam: John Benjamins.10.1075/sibil.9.09freSearch in Google Scholar
Higgins, E. Tory.1987. Self-discrepancy: A theory relating self and affect. Psychological Review94(3). 319–340.10.1037/0033-295X.94.3.319Search in Google Scholar
Horwitz, Elaine K.1987. Surveying students’ beliefs about language learning. In AnitaWenden & JoanRubin (eds.), Learner strategies in language learning, 110–129. Englewood Cliffs, NJ: Prentice Hall.Search in Google Scholar
Hymes, Dell.1974. Foundations in sociolinguistics: An ethnographic approach. Philadelphia: University of Pennsylvania Press.Search in Google Scholar
Kalaja, Paula, RikkaAlanen & HanneleDufva. 2008. Self-portraits of EFL learners: Finnish students draw and tell. In PaulaKalaja, VeraMenezes & Ana MariaF. Barcelos (eds.), Narratives of learning and teaching EFL, 186–198. New York: Palgrave Macmillan.Search in Google Scholar
Kalaja, Paula, RikkaAlanen, ÅsaPalviainen & HanneleDufva. 2011. From milk cartons to English roommates: Context and agency in L2 learning beyond the classroom. In PhilBenson & HayoReinders (eds.), Beyond the language classroom, 47–58. New York: Palgrave Macmillan.10.1057/9780230306790_5Search in Google Scholar
Kinginger, Celeste.2009. Language learning and study abroad: A critical reading of research. Basingstoke, UK: Palgrave Macmillan.10.1057/9780230240766Search in Google Scholar
Kinginger, Celeste.2011. Enhancing language learning in study abroad. Annual Review of Applied Linguistics31. 58–73.10.1017/S0267190511000031Search in Google Scholar
LeLoup, Jean W. & RobertPonterio. 2005. On the net: Let’s go to the zoo! Sites for young language learners. Language Learning & Technology9(1). 4–16.Search in Google Scholar
Lightbown, Patsy & NinaSpada. 2006. How languages are learned, 3rd edn. Oxford, UK: Oxford University Press.Search in Google Scholar
Lyster, Roy.1994. The effect of functional-analytic teaching on aspects of French immersion students’ sociolinguistic competence. Applied Linguistics15(3). 263–287.10.1093/applin/15.3.263Search in Google Scholar
Markus, Hazel & PaulaNurius. 1986. Possible selves. American Psychologist41(9). 954–969.10.1037/0003-066X.41.9.954Search in Google Scholar
Miller, Laura & Ralph B.Ginsberg. 1995. Folklinguistic theories of language learning. In Barbara F.Freed (ed.), Second language acquisition in a study abroad context, 294–315. Amsterdam: John Benjamins.10.1075/sibil.9.18milSearch in Google Scholar
Mougeon, Raymond, TerryNadasdi & KatherineRehner. 2010. The sociolinguistic competence of immersion students. Clevedon, UK: Multilingual Matters.Search in Google Scholar
Nadasdi, Terry, RaymondMougeon & KatherineRehner. 2005. Learning to speak everyday (Canadian) French. The Canadian Modern Language Review61(4). 543–563.10.3138/cmlr.61.4.543Search in Google Scholar
Neri, Ambra, OrnellaMich, MatteoGerosa & DiegoGiuliani. 2008. The effectiveness of computer assisted pronunciation training for foreign learning by children. Computer Assisted Language Learning21(5). 393–408.10.1080/09588220802447651Search in Google Scholar
Norton, Bonny.2000. Identity and language learning: Gender, ethnicity and educational change. Harlow, UK: Longman.Search in Google Scholar
Park, Chan-Kyu.2005. A comparison of two groups of high-school students’ use of language learning strategies and their beliefs about language learning. Foreign Languages Education12(3),355–378.Search in Google Scholar
Rampton, Ben.1999. Dichotomies, difference, and ritual in second language learning and teaching. Applied Linguistics20(3). 316–340.Search in Google Scholar
Ranta, Leila & AmyMeckelborg. 2013. How much exposure to English do international graduate students really get? Measuring language use in a naturalistic setting. The Canadian Modern Language Review69(1). 1–33.10.3138/cmlr.987Search in Google Scholar
Regan, Vera.1998. Sociolinguistics and language learning in a study abroad contexts. Frontiers: The Interdisciplinary Journal of Study Abroad4. 61–91.10.36366/frontiers.v4i1.63Search in Google Scholar
Regan, Vera, MartinHoward & IsabelleLemée.2009. The acquisition of sociolinguistic competence in a study abroad context. Bristol, UK: Multilingual Matters.Search in Google Scholar
Rehner, Katherine & RaymondMougeon. 2003. The effect of educational input on the development of sociolinguistic competence by French immersion students: The case of expressions of consequence in spoken French. Journal of Educational Thought37(3). 259–281.Search in Google Scholar
Rehner, Katherine, RaymondMougeon & TerryNadasdi. 2003. The learning of sociostylistic variation by advanced French as a second language learners: The case of nous versus on in immersion French. Studies in Second Language Acquisition25(1). 127–156.10.1017/S0272263103000056Search in Google Scholar
Siegal, Meryl.1995. Individual differences and study abroad: Women learning Japanese in Japan. In Barbara F.Freed (ed.), Second language acquisition in a study abroad context, 225–244. Amsterdam: John Benjamins.10.1075/sibil.9.14sieSearch in Google Scholar
Stewart, Julia Aguila.2010. Using e-journals to access students’ language awareness and social identity during study abroadForeign Language Annals43(1). 138–159.10.1111/j.1944-9720.2010.01064.xSearch in Google Scholar
Strauss, Anselm & JulietCorbin. 1998. Basics of qualitative research: Techniques and procedures for developing grounded theory, 2nd edn. Thousand Oaks, CA: Sage.Search in Google Scholar
Taguchi, Naoko.2008. Cognition, language contact, and the development of pragmatic comprehension in a study-abroad context. Language Learning58(1). 33–71.Search in Google Scholar
Turnbull, Miles.2001. There is a role for the L1 in second and foreign language teaching, but …The Canadian Modern Language Review57(4). 531–540.10.3138/cmlr.57.4.531Search in Google Scholar
van Compernolle, Remi.2010. Towards a sociolinguistically responsive pedagogy: Teaching second-person address forms in French. The Canadian Modern Language Review66(3). 445–463.10.3138/cmlr.66.3.445Search in Google Scholar
van Compernolle, Remi & LawrenceWilliams. 2012. Promoting sociolinguistic competence in the classroom zone of proximal development. Language Teaching Research16(1). 39–60.10.1177/1362168811423340Search in Google Scholar
van Lier, Leo.2004. The ecology and semiotics of language learning: A sociocultural perspective. Norwell, MA: Kluwer.10.1007/1-4020-7912-5Search in Google Scholar
Warga, Muriel & UrsulaSchölmberger.2007. The acquisition of French apologetic behavior in a study abroad context. Intercultural Pragmatics4(2). 221–251.10.1515/IP.2007.012Search in Google Scholar
Wenden, Anita.1987. How to be a successful language learner: Insights and prescriptions from L2 learners. In AnitaWenden & JoanRubin (eds.), Learner strategies in language learning, 103–117. London: Prentice Hall.Search in Google Scholar
Wesely, Pamela.2012. Learner attitudes, perceptions, and beliefs in language learning. Foreign Language Learning45(1). 98–117.Search in Google Scholar
White, Cynthia.2008. Beliefs and good language learners. In CarolGriffiths (ed.), Lessons from good language learners, 121–130. Cambridge, UK: Cambridge University Press.10.1017/CBO9780511497667.012Search in Google Scholar
Woods, Devon.2003. The social construction of beliefs in the language classroom. In PaulaKalaja & Ana MariaF. Barcelos (eds.), Beliefs about SLA: New research approaches, 201–230. Dordrecht, The Netherlands: Kluwer.10.1007/978-1-4020-4751-0_9Search in Google Scholar
Yang, Jinsuk & Tae-YoungKim. 2011. Sociocultural analysis of second language learner beliefs: A qualitative case study of two study-abroad ESL learners. System39(3). 325–334.10.1016/j.system.2011.07.005Search in Google Scholar
Yang, Nae-Dong.1999. The relationship between EFL learners’ beliefs and learning strategy use. System27(4). 515–536.10.1016/S0346-251X(99)00048-2Search in Google Scholar
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©2015 by De Gruyter Mouton
Abstract
This article explores the beliefs about second language (L2) sociolinguistic competence of four university-level advanced L2 learners. It places particular emphasis on 1) how these university learners conceptualized L2 sociolinguistic competence; 2) how they thought about two different language learning contexts (viz., the L2 classroom versus study abroad) for their development of sociolinguistic competence; and 3) the L2 strategies they employed to develop their L2 sociolinguistic knowledge. The study found, first, that the university learners conceived of sociolinguistic competence as the ability to adjust their language to reflect the social distance between themselves and other speakers. Second, it demonstrates that the university learners believed that the classroom environment might provide them with insufficient opportunities to utilize those L2 registers that are most sensitive to context. Nevertheless, their beliefs about the necessity of having sociolinguistic competence played a pivotal role in helping most of them to find meaningful L2 learning opportunities in the classroom, as well as in study-abroad contexts. Finally, while immersive experiences can help learners sustain L2 motivational strategies according to their ultimate L2-related goals, the present study lends support to the observation that contexts per se cannot function as meaningful L2-rich environments.
About the authors
Jinsuk Yang is a Ph.D. candidate in the Department of Curriculum, Teaching and Learning at Ontario Institute for Studies in Education of the University of Toronto. She is interested in economic, political and social aspects of language education.
Katherine Rehner is an Associate Professor in the Department of Language Studies at the University of Toronto Mississauga. Her graduate appointment is in the Language and Literacies Education program in the Department of Curriculum, Teaching and Learning at OISE, University of Toronto. Her research focuses on the development of sociolinguistic competence by speakers of French as a first or second language.
References
Alanen, Rikka.2003. A sociocultural approach to young language learners’ beliefs about language learning. In PaulaKalaja & Ana MariaF. Barcelos (eds.), Beliefs about SLA: New research approaches, 55–86. Dordrecht, The Netherlands: Kluwer.10.1007/978-1-4020-4751-0_3Search in Google Scholar
Barcelos, AnaMariaF.2003. Researching beliefs about SLA: A critical review. In PaulaKalaja & Ana MariaF. Barcelos (eds.), Beliefs about SLA: New research approaches, 7–34. Dordrecht, The Netherlands: Kluwer.10.1007/978-1-4020-4751-0_1Search in Google Scholar
Barcelos, AnaMariaF.2008. Learning English: Students’ beliefs and experiences in Brazil. In PaulaKalaja, VeraMenezes & Ana MariaF. Barcelos (eds.), Narratives of learning and teaching EFL, 35–48. New York: Palgrave Macmillan.Search in Google Scholar
Block, David.2003. The social turn in second language acquisition. Edinburgh, UK: Edinburgh University Press.Search in Google Scholar
Blondeau, Hélène & NaomiNagy. 2008. Subordinate clause marking in Montreal Anglophone French and English. In MiriamMeyerhoff & NaomiNagy (eds.), Social lives in language –sociolinguistics and multilingual speech communities: Celebrating the work of Gillian Sankoff, 273–313. Amsterdam: John Benjamins.10.1075/impact.24.18bloSearch in Google Scholar
Brown, James Dean.1995. The elements of language curriculum: A systematic approach to program development. Boston, MA: Heinle & Heinle.Search in Google Scholar
Cheng, Liying & JannaFox. 2008. Towards a better understanding of academic acculturation: Second language students in Canadian universities. The Canadian Modern Language Review65(2). 307–333.10.3138/cmlr.65.2.307Search in Google Scholar
Collentine, Joseph G.2009. Study abroad research: Findings, implications and future directions. In Michael H.Long & Catherine J.Doughty (eds.), The handbook of language teaching, 218–233. New York: Wiley.10.1002/9781444315783.ch13Search in Google Scholar
Cook, Vivian.2001. Using the first language in the classroom. The Canadian Modern Language Review57(3). 402–423.10.3138/cmlr.57.3.402Search in Google Scholar
Council of Europe. 2001. Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge, UK: Cambridge University Press.Search in Google Scholar
Creswell, John W.2012. Qualitative inquiry and research design: Choosing among five approaches, 3rd edn. Thousand Oaks, CA: Sage.Search in Google Scholar
Dekeyser, Robert.2010. Monitoring processes in Spanish as a second language during a study abroad program. Foreign Language Annals43(1). 80–92.10.1111/j.1944-9720.2010.01061.xSearch in Google Scholar
Dewaele, Jean-Marc.2004a. The acquisition of sociolinguistic competence in French as a foreign language: An overview. Journal of French Language Studies14(3). 301–319.10.1017/S0959269504001814Search in Google Scholar
Dewaele, Jean-Marc.2004b. Retention or omission of the ne in advanced French interlanguage: The variable effect of extralinguistic factors. Journal of Sociolinguistics8(3). 433–450.10.1111/j.1467-9841.2004.00268.xSearch in Google Scholar
Dewey, Dan P., JenniferBown & DennisEggett. 2012. Japanese language proficiency, social networking, and language use during study abroad: Learners’ perspectives. The Canadian Modern Language Review68(2). 111–137.Search in Google Scholar
Donato, Richard & DawnMcCormick.1994. A sociocultural perspective on language learning strategies: The role of mediation. The Modern Language Journal78(4). 453–464.10.1111/j.1540-4781.1994.tb02063.xSearch in Google Scholar
Dörnyei, Zoltán.2001. Motivational strategies in the language classroom. Cambridge, UK: Cambridge University Press.10.1017/CBO9780511667343Search in Google Scholar
Dörnyei, Zoltán.2009a. The L2 motivational self system. In Z.Dörnyei & E.Ushioda (eds.), Motivation, language identity and the L2 self, 9–42. Bristol, UK: Multilingual Matters.10.21832/9781847691293-003Search in Google Scholar
Dörnyei, Zoltán.2009b. The psychology of second language acquisition. Oxford, UK: Oxford University Press.Search in Google Scholar
Du, Hang. 2013. The development of Chinese fluency during study abroad in China. The Modern Language Journal97(1). 131–143.10.1111/j.1540-4781.2013.01434.xSearch in Google Scholar
Duff, Patricia.2003. New directions in second language socialization research. Korean Journal of English Language and Linguistics3. 309–339Search in Google Scholar
Duff, Patricia & MasakiKobayashi. 2010. The intersection of social, cognitive, and cultural processes in language learning: A second language socialization approach. In RobBatstone (ed.), Sociocognitive perspectives on language use and language learning, 75–93. Oxford, UK: Oxford University Press.Search in Google Scholar
Firth, Alan & JohannesWagner. 1997. On discourse, communication, and (some) fundamental concepts in SLA research. The Modern Language Journal81(3). 285–300.Search in Google Scholar
Freed, Barbara F.1995. What makes us think that students who study abroad become fluent?In BarbaraF. Freed (ed.), Second language acquisition in a study abroad context, 123–148. Amsterdam: John Benjamins.10.1075/sibil.9.09freSearch in Google Scholar
Higgins, E. Tory.1987. Self-discrepancy: A theory relating self and affect. Psychological Review94(3). 319–340.10.1037/0033-295X.94.3.319Search in Google Scholar
Horwitz, Elaine K.1987. Surveying students’ beliefs about language learning. In AnitaWenden & JoanRubin (eds.), Learner strategies in language learning, 110–129. Englewood Cliffs, NJ: Prentice Hall.Search in Google Scholar
Hymes, Dell.1974. Foundations in sociolinguistics: An ethnographic approach. Philadelphia: University of Pennsylvania Press.Search in Google Scholar
Kalaja, Paula, RikkaAlanen & HanneleDufva. 2008. Self-portraits of EFL learners: Finnish students draw and tell. In PaulaKalaja, VeraMenezes & Ana MariaF. Barcelos (eds.), Narratives of learning and teaching EFL, 186–198. New York: Palgrave Macmillan.Search in Google Scholar
Kalaja, Paula, RikkaAlanen, ÅsaPalviainen & HanneleDufva. 2011. From milk cartons to English roommates: Context and agency in L2 learning beyond the classroom. In PhilBenson & HayoReinders (eds.), Beyond the language classroom, 47–58. New York: Palgrave Macmillan.10.1057/9780230306790_5Search in Google Scholar
Kinginger, Celeste.2009. Language learning and study abroad: A critical reading of research. Basingstoke, UK: Palgrave Macmillan.10.1057/9780230240766Search in Google Scholar
Kinginger, Celeste.2011. Enhancing language learning in study abroad. Annual Review of Applied Linguistics31. 58–73.10.1017/S0267190511000031Search in Google Scholar
LeLoup, Jean W. & RobertPonterio. 2005. On the net: Let’s go to the zoo! Sites for young language learners. Language Learning & Technology9(1). 4–16.Search in Google Scholar
Lightbown, Patsy & NinaSpada. 2006. How languages are learned, 3rd edn. Oxford, UK: Oxford University Press.Search in Google Scholar
Lyster, Roy.1994. The effect of functional-analytic teaching on aspects of French immersion students’ sociolinguistic competence. Applied Linguistics15(3). 263–287.10.1093/applin/15.3.263Search in Google Scholar
Markus, Hazel & PaulaNurius. 1986. Possible selves. American Psychologist41(9). 954–969.10.1037/0003-066X.41.9.954Search in Google Scholar
Miller, Laura & Ralph B.Ginsberg. 1995. Folklinguistic theories of language learning. In Barbara F.Freed (ed.), Second language acquisition in a study abroad context, 294–315. Amsterdam: John Benjamins.10.1075/sibil.9.18milSearch in Google Scholar
Mougeon, Raymond, TerryNadasdi & KatherineRehner. 2010. The sociolinguistic competence of immersion students. Clevedon, UK: Multilingual Matters.Search in Google Scholar
Nadasdi, Terry, RaymondMougeon & KatherineRehner. 2005. Learning to speak everyday (Canadian) French. The Canadian Modern Language Review61(4). 543–563.10.3138/cmlr.61.4.543Search in Google Scholar
Neri, Ambra, OrnellaMich, MatteoGerosa & DiegoGiuliani. 2008. The effectiveness of computer assisted pronunciation training for foreign learning by children. Computer Assisted Language Learning21(5). 393–408.10.1080/09588220802447651Search in Google Scholar
Norton, Bonny.2000. Identity and language learning: Gender, ethnicity and educational change. Harlow, UK: Longman.Search in Google Scholar
Park, Chan-Kyu.2005. A comparison of two groups of high-school students’ use of language learning strategies and their beliefs about language learning. Foreign Languages Education12(3),355–378.Search in Google Scholar
Rampton, Ben.1999. Dichotomies, difference, and ritual in second language learning and teaching. Applied Linguistics20(3). 316–340.Search in Google Scholar
Ranta, Leila & AmyMeckelborg. 2013. How much exposure to English do international graduate students really get? Measuring language use in a naturalistic setting. The Canadian Modern Language Review69(1). 1–33.10.3138/cmlr.987Search in Google Scholar
Regan, Vera.1998. Sociolinguistics and language learning in a study abroad contexts. Frontiers: The Interdisciplinary Journal of Study Abroad4. 61–91.10.36366/frontiers.v4i1.63Search in Google Scholar
Regan, Vera, MartinHoward & IsabelleLemée.2009. The acquisition of sociolinguistic competence in a study abroad context. Bristol, UK: Multilingual Matters.Search in Google Scholar
Rehner, Katherine & RaymondMougeon. 2003. The effect of educational input on the development of sociolinguistic competence by French immersion students: The case of expressions of consequence in spoken French. Journal of Educational Thought37(3). 259–281.Search in Google Scholar
Rehner, Katherine, RaymondMougeon & TerryNadasdi. 2003. The learning of sociostylistic variation by advanced French as a second language learners: The case of nous versus on in immersion French. Studies in Second Language Acquisition25(1). 127–156.10.1017/S0272263103000056Search in Google Scholar
Siegal, Meryl.1995. Individual differences and study abroad: Women learning Japanese in Japan. In Barbara F.Freed (ed.), Second language acquisition in a study abroad context, 225–244. Amsterdam: John Benjamins.10.1075/sibil.9.14sieSearch in Google Scholar
Stewart, Julia Aguila.2010. Using e-journals to access students’ language awareness and social identity during study abroadForeign Language Annals43(1). 138–159.10.1111/j.1944-9720.2010.01064.xSearch in Google Scholar
Strauss, Anselm & JulietCorbin. 1998. Basics of qualitative research: Techniques and procedures for developing grounded theory, 2nd edn. Thousand Oaks, CA: Sage.Search in Google Scholar
Taguchi, Naoko.2008. Cognition, language contact, and the development of pragmatic comprehension in a study-abroad context. Language Learning58(1). 33–71.Search in Google Scholar
Turnbull, Miles.2001. There is a role for the L1 in second and foreign language teaching, but …The Canadian Modern Language Review57(4). 531–540.10.3138/cmlr.57.4.531Search in Google Scholar
van Compernolle, Remi.2010. Towards a sociolinguistically responsive pedagogy: Teaching second-person address forms in French. The Canadian Modern Language Review66(3). 445–463.10.3138/cmlr.66.3.445Search in Google Scholar
van Compernolle, Remi & LawrenceWilliams. 2012. Promoting sociolinguistic competence in the classroom zone of proximal development. Language Teaching Research16(1). 39–60.10.1177/1362168811423340Search in Google Scholar
van Lier, Leo.2004. The ecology and semiotics of language learning: A sociocultural perspective. Norwell, MA: Kluwer.10.1007/1-4020-7912-5Search in Google Scholar
Warga, Muriel & UrsulaSchölmberger.2007. The acquisition of French apologetic behavior in a study abroad context. Intercultural Pragmatics4(2). 221–251.10.1515/IP.2007.012Search in Google Scholar
Wenden, Anita.1987. How to be a successful language learner: Insights and prescriptions from L2 learners. In AnitaWenden & JoanRubin (eds.), Learner strategies in language learning, 103–117. London: Prentice Hall.Search in Google Scholar
Wesely, Pamela.2012. Learner attitudes, perceptions, and beliefs in language learning. Foreign Language Learning45(1). 98–117.Search in Google Scholar
White, Cynthia.2008. Beliefs and good language learners. In CarolGriffiths (ed.), Lessons from good language learners, 121–130. Cambridge, UK: Cambridge University Press.10.1017/CBO9780511497667.012Search in Google Scholar
Woods, Devon.2003. The social construction of beliefs in the language classroom. In PaulaKalaja & Ana MariaF. Barcelos (eds.), Beliefs about SLA: New research approaches, 201–230. Dordrecht, The Netherlands: Kluwer.10.1007/978-1-4020-4751-0_9Search in Google Scholar
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©2015 by De Gruyter Mouton
Articles in the same Issue
- Frontmatter
- Does a picture say more than 7000 words? Windows of opportunity to learn languages – an attempt at a creative reflective poster
- University students’ plurilingual profiles in a French frontier city: Similarities and differences between more and less plurilingual students
- Multilingual learners and foreign language acquisition: Insights into the effects of prior linguistic knowledge
- Multilingual and multicultural task-based learning scenarios: A pilot study from the MAGGIC project
- Code-switching and plurilingualism in English-medium education for academic and professional purposes
- Teaching science subjects in Arabic: Arab university scientists’ perspectives
- Developing law students’ communicative-linguistic competence: Analysis of eight Spanish legal textbooks from a sociopragmatic perspective
- Learner beliefs about sociolinguistic competence: A qualitative case study of four university second language learners
- Students’ perceptions of deductive and inductive methods in teaching reading skills
- Collaborative learning and the joint construction of knowledge and understanding
- Towards new cultures of learning: Personal learning environments as a developmental perspective for improving higher education language courses
- Role taking for teletandem pairs involved in multimodal online conversation: Some proposals for counseling practice
- The impact of introducing foreign language requirements on the Spanish higher education system: The case of Córdoba University
Articles in the same Issue
- Frontmatter
- Does a picture say more than 7000 words? Windows of opportunity to learn languages – an attempt at a creative reflective poster
- University students’ plurilingual profiles in a French frontier city: Similarities and differences between more and less plurilingual students
- Multilingual learners and foreign language acquisition: Insights into the effects of prior linguistic knowledge
- Multilingual and multicultural task-based learning scenarios: A pilot study from the MAGGIC project
- Code-switching and plurilingualism in English-medium education for academic and professional purposes
- Teaching science subjects in Arabic: Arab university scientists’ perspectives
- Developing law students’ communicative-linguistic competence: Analysis of eight Spanish legal textbooks from a sociopragmatic perspective
- Learner beliefs about sociolinguistic competence: A qualitative case study of four university second language learners
- Students’ perceptions of deductive and inductive methods in teaching reading skills
- Collaborative learning and the joint construction of knowledge and understanding
- Towards new cultures of learning: Personal learning environments as a developmental perspective for improving higher education language courses
- Role taking for teletandem pairs involved in multimodal online conversation: Some proposals for counseling practice
- The impact of introducing foreign language requirements on the Spanish higher education system: The case of Córdoba University
