Plurilingual Learners' Beliefs and Practices toward Native and Nonnative Language Mediation during Learner-Learner Interaction

Autor/in	Payant, Caroline
Titel	Plurilingual Learners' Beliefs and Practices toward Native and Nonnative Language Mediation during Learner-Learner Interaction
Quelle	In: Canadian Modern Language Review, 71 (2015) 2, S.1-25 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
DOI	10.3138/cmlr.2081.1
Schlagwörter	Multilingualism; Second Language Learning; Spanish; English (Second Language); Teaching Methods; Case Studies; Student Attitudes; Comparative Analysis; Task Analysis; Individual Differences; Educational Experience; Language Proficiency; Context Effect; French; Foreign Countries; College Students; Mexicans; Native Language; Sociocultural Patterns; Code Switching (Language); Interviews; Qualitative Research; Learning Theories; Peer Relationship; Mexico; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Schülerverhalten; Aufgabenanalyse; Individueller Unterschied; Bildungserfahrung; Language skill; Language skills; Sprachkompetenz; Französisch; Ausland; Collegestudent; Mexikaner; Soziokulturelle Theorie; Interviewing; Interviewtechnik; Qualitative Forschung; Learning theory; Lerntheorie; Peer-Beziehungen; Mexiko
Abstract	Due to the growing number of plurilingual learners in the world today (Hammarberg, 2010), the present multiple case study examines four plurilingual participants' beliefs toward first language (L1) and second language (L2) mediation in the acquisition of French as a third language (L3). During a 16-week classroom-based study in a French university language class in central Mexico, four Spanish (L1)-English (L2) participants completed eight collaborative pedagogic tasks and participated in four in-depth one-on-one interviews. A qualitative analysis of the focal participants' beliefs about L1 and L2 mediation in the acquisition of an L3 was conducted and their beliefs were compared to task performance gathered from task-based learner-learner interaction. Findings suggest that both native and non-native languages serve cognitive and social functions during task completion but that individual differences are subject to previous factors including educational experiences, language proficiency, and context of language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01