Expressing and Perceiving Identity and Intentions in a Second Language: A Preliminary Exploratory Study of the Effect of (Extra)Curricular Contact on Sociolinguistic Development

Autor/inn/en	Lasan, Ivan; Rehner, Katherine
Titel	Expressing and Perceiving Identity and Intentions in a Second Language: A Preliminary Exploratory Study of the Effect of (Extra)Curricular Contact on Sociolinguistic Development
Quelle	In: International Journal of Bilingual Education and Bilingualism, 21 (2018) 6, S.632-646 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lasan, Ivan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2016.1197880
Schlagwörter	Sociolinguistics; Second Language Learning; French; Self Concept; Extracurricular Activities; Foreign Countries; Communicative Competence (Languages); Study Abroad; Bilingualism; Undergraduate Students; Bilingual Education; English; Expressive Language; Receptive Language; Language Proficiency; Student Attitudes; Canada + Suchen Sie Ihr Suchwort? Soziolinguistik; Zweitsprachenerwerb; Französisch; Selbstkonzept; Außerunterrichtliche Aktivität; Ausland; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Studies abroad; Auslandsstudium; Bilingualismus; Bilingual teaching; Bilingualer Unterricht; English language; Englisch; Rezeptive Kommunikationsfähigkeit; Language skill; Language skills; Sprachkompetenz; Schülerverhalten; Kanada
Abstract	This exploratory study examines the effect of (extra)curricular target-language contact on learners' abilities to perceive and to express identity and intentions in a second language (L2). Drawing on the self-reported abilities of 38 Canadian French-as-a-second-language learners during interviews and via questionnaires, preliminary qualitative analysis yielded three groups: learners able to both perceive the identity and intentions of others and able to express their own; those reporting only the perceptive ability; and those reporting neither ability. Further, most learners who provided examples of sociolinguistic variants they had learned during extracurricular contact were from the first of these three groups. Finally, preliminary analysis revealed a positive connection between the self-reporting of both abilities and increased (extra)curricular L2 exposure. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01