Factors Shaping Second Language Acquisition among Adult Mexican Immigrants in Rural Immigrant Destinations

Autor/inn/en	Albarracin, Julia; Cabedo-Timmons, Guadalupe; Delany-Barmann, Gloria
Titel	Factors Shaping Second Language Acquisition among Adult Mexican Immigrants in Rural Immigrant Destinations
Quelle	In: Hispanic Journal of Behavioral Sciences, 41 (2019) 1, S.85-102 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0739-9863
DOI	10.1177/0739986318821703
Schlagwörter	English (Second Language); Second Language Learning; Immigrants; Mexican Americans; Reading Skills; Speech Communication; Learning Motivation; Self Concept; Employment Opportunities; Health Services; Banking; Retailing; Language Attitudes; Interpersonal Communication; Adults; Rural Areas; Interviews; Illinois + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Immigrant; Immigrantin; Immigranten; Hispanoamerikaner; Reading skill; Lesefertigkeit; Motivation for studies; Lernmotivation; Selbstkonzept; Berufschance; Beschäftigungschance; Health service; Gesundheitsdienst; Gesundheitswesen; Bankgeschäft; Warenwirtschaft; Sprachverhalten; Interpersonale Kommunikation; Rural area; Ländlicher Raum; Interviewing; Interviewtechnik
Abstract	This article investigated the intrinsic, extrinsic, and integrative orientations shaping reading and speaking English skills among adult Mexican immigrants in two gateway communities in Illinois. Intrinsic orientations refer to reasons for second language (L2) learning derived from one's inherent pleasure and interest in the activity. Extrinsic orientations refer to reasons that are instrumental to some consequence. In turn, integrative orientation refers to social identity issues that are addressed by neither the intrinsic nor the extrinsic orientations. Findings indicated that whereas extrinsic and integrative orientations influenced English language skills, intrinsic orientations did not. More specifically, immigrants had multiple extrinsic reasons to be motivated to learn the language, including succeeding in the United States, finding (better) jobs, and communicating with health providers, bank tellers, and grocery store employees. In turn, both quantitative and qualitative analyses showed that closeness and openness toward L2 group influenced the desire to learn the language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01