Temporal Patterns of Long-Term Engagement with Learning an Additional Language

Autor/in	Tasker, Isabel
Titel	Temporal Patterns of Long-Term Engagement with Learning an Additional Language
Quelle	In: Innovation in Language Learning and Teaching, 11 (2017) 3, S.241-252 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2017.1317259
Schlagwörter	Time Perspective; Second Language Learning; Online Courses; Distance Education; Second Language Instruction; Case Studies; Informal Education; Correlation; Teaching Methods; Longitudinal Studies; Self Concept; Affective Behavior; Foreign Countries; Student Attitudes; Semi Structured Interviews; Part Time Students; Full Time Students; College Students; Mandarin Chinese; Independent Study; Age Differences; Gender Differences; Adult Students; Australia + Suchen Sie Ihr Suchwort? Zeitbezug; Zweitsprachenerwerb; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Fremdsprachenunterricht; Case study; Fallstudie; Case Study; Informelle Bildung; Nichtformale Bildung; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Selbstkonzept; Affective disturbance; Active behaviour; Affektive Störung; Ausland; Schülerverhalten; Part-time students; Teilzeitstudent; Vollzeitstudium; Collegestudent; Selbststudium; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Australien
Abstract	People studying an additional language in adult life do so through a diverse mix of self-directed and institutionally-situated efforts, extending over many years; and online and distance mode language learning offer increasingly flexible opportunities for formal study. Little is known, however, of the ways that long-term learners combine concurrent or sequential episodes of formal, informal and non-formal learning over time. This paper takes as its focus the temporal dimensions of long-term engagement with learning an additional language. Drawing on a 5-year case study of learners of Chinese, it defines and investigates the concept of individuals' long-term language-learning trajectories. Time, viewed from an ecological perspective, is both a context for learning development and an influence thereon. Cross-case analysis of language-learning trajectories reveals recurring temporal patterns and sequences of modes and contexts of learning. Formal study in long-term learning trajectories is shown to be episodic. Through-case analysis demonstrates fluctuation and interrelation between different modes of engaging with the language over the course of an individual's long-term trajectory. "Fallow periods" are also identified, in which there is minimal learning activity but continuing affective orientation towards a learner identity. The implications for pedagogy and research of foregrounding temporality in long-term language-learning trajectories are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01