The influence of learning context and age on the use of L2 communication strategies.

Autor/inn/en	Montero, Lidia; Serrano, Raquel; Llanes, Àngels
Titel	The influence of learning context and age on the use of L2 communication strategies.
Quelle	In: Language learning journal, 45 (2017) 1, S. 117-132Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Anmerkungen 2; Tabellen 5
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0957-1736; 1753-2167
DOI	10.1080/09571736.2013.853824
Schlagwörter	Empirische Forschung; Kommunikationsstrategie; Englischunterricht; Fremdsprachenunterricht; Kontext; Kommunikationsstrategie; Auslandsaufenthalt; Empirische Forschung; Altersstufe; Kontext; Fremdsprachenunterricht; Englischunterricht; Auslandsaufenthalt
Abstract	This study examines the effects of foreign language learning context (three-month study-abroad; versus 'at-home' instruction) and age (10-11-year-old children versus university students) on the development of effective foreign language communication strategies (CS) in monologue production. Participants (N=95) were all Spanish/Catalan bilingual learners of English as a foreign language. A pre-test/post-test design was adopted, with participants performing an oral narrative both before and after a 'learning' period of three months spent either studying abroad in a target language context or studying the target language at home. The narratives were analysed for use of first-language (L1)-based strategies; further, a measure of CS effectiveness was developed and implemented. Results suggest that the study-abroad experience had a significant positive effect on children, who increased their use of effective CS and reduced the proportion of L1-based CS as compared to at-home children. However, the influence of learning context on adult use of effective CS and reduction in L1-based CS was not so clearly marked. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2