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ERIC Number: EJ1122339
Record Type: Journal
Publication Date: 2015-May
Pages: 24
Abstractor: As Provided
ISSN: ISSN-2191-611X
Learner Beliefs about Sociolinguistic Competence: A Qualitative Case Study of Four University Second Language Learners
Yang, Jinsuk; Rehner, Katherine
Language Learning in Higher Education, v5 n1 p157-180 May 2015
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A