La vitalite ethnolinguistique et les caracteristiques socio-psychologiques de l'individu vivant en milieu bilingue (Ethnolinguistic Vitality and the Socio-Psychological Characteristics of the Individual Living in a Bilingual Environment).

Autor/in	Labrie, Normand
Institution	Laval Univ., Quebec (Quebec). International Center for Research on Bilingualism.
Titel	La vitalite ethnolinguistique et les caracteristiques socio-psychologiques de l'individu vivant en milieu bilingue (Ethnolinguistic Vitality and the Socio-Psychological Characteristics of the Individual Living in a Bilingual Environment).
Quelle	(1984), (126 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	2-89219-139-4
Schlagwörter	Acculturation; Affective Behavior; Bilingualism; Ethnology; Foreign Countries; Individual Characteristics; Language Attitudes; Language Research; Learning Motivation; Second Language Learning; Social Environment; Social Psychology; Sociolinguistics; Canada + Suchen Sie Ihr Suchwort? Akkulturation; Affective disturbance; Active behaviour; Affektive Störung; Bilingualismus; Ethnologie; Ausland; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Sprachverhalten; Sprachforschung; Motivation for studies; Lernmotivation; Zweitsprachenerwerb; Soziales Umfeld; Sozialpsychologie; Soziolinguistik; Kanada
Abstract	A study in Moncton, New Brunswick, of second language use by language minorities and native language maintenance as it relates to the linguistic groups' vitality and the individuals' attitudes toward these groups is reported. Seven research hypotheses were proposed: (1) The first language group's perception of the second language group's vitality will determine the integrative tendency of the first language group. (2) When the first language group's vitality is perceived as superior, the fear of assimilation and of loss of the language does not occur. (3) When the second language group's vitality is perceived as superior, the threat of losing the first language and fear of assimilation will be observable. (4) The affective situation will determine the frequency of contact of second language group members with each other relative to their contact with first language group members. (5) The relative frequency and quality of contact of a member of the second language group with the different groups' members will determine his linguistic confidence. (6) This confidence will determine his motivation to learn and speak the first language. (7) Aptitude and motivation will influence both linguistic and paralinguistic aspects of his language behavior. Results confirmed hypotheses (4), (6), and (7), did not confirm (1), and left questions concerning the others. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC