Multilinguals and Extensive Reading: Two Multilinguality Portraits of Learners of Norwegian

Autor/inn/en	Krulatz, Anna M.; Duggan, Jennifer
Titel	Multilinguals and Extensive Reading: Two Multilinguality Portraits of Learners of Norwegian
Quelle	In: Reading in a Foreign Language, 30 (2018) 1, S.29-48 (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-0578
Schlagwörter	Second Language Learning; Second Language Instruction; Norwegian; Foreign Countries; Multilingualism; Adults; Reading Processes; Psycholinguistics; Diaries; Learning Experience; Models; Educational Background; Prior Learning; Learning Processes; Language Teachers; Teacher Educators; Case Studies; Individual Differences; Teacher Attitudes; Teacher Characteristics; Qualitative Research; Norway + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Norwegisch; Ausland; Mehrsprachigkeit; Multilingualismus; Leseprozess; Psycholinguistik; Diary; Tagebuch; Lernerfahrung; Analogiemodell; Vorbildung; Vorkenntnisse; Learning process; Lernprozess; Language teacher; Sprachunterricht; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Case study; Fallstudie; Case Study; Individueller Unterschied; Lehrerverhalten; Qualitative Forschung; Norwegen
Abstract	This paper presents an exploratory-interpretive study of two multilingual adults acquiring Norwegian through extensive reading. The study examined social and cognitive aspects of language acquisition, and individual factors, such as the language learning behaviors, experiences, attitudes, and beliefs of the participants. The data were collected using background self-reports, diaries in which the participants recorded their extensive reading and related language learning experiences, and semi-structured interviews. To represent adult language learning from a multilingual perspective, the data were analyzed qualitatively using a priori themes derived from the ecological model of multilinguality (Aronin, 2016; Aronin & Ó Laoire, 2004; Aronin & Singleton, 2012). The findings suggest that environment, previous education, reasons for learning a language, and previous knowledge of other languages affect how multilingual learners approach language learning and how they use a new language. (As Provided).
Anmerkungen	Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: http://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01