Learner Contribution to English Language Learning: Chinese Research Students' Agency and Their Transitional Experiences in Australia

Autor/in	Xu, Jianwei
Titel	Learner Contribution to English Language Learning: Chinese Research Students' Agency and Their Transitional Experiences in Australia
Quelle	In: Higher Education Research and Development, 31 (2012) 4, S.585-597 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2011.653959
Schlagwörter	English (Second Language); Foreign Countries; Language Acquisition; Language Usage; Interviews; Case Studies; Adjustment (to Environment); Sociolinguistics; Student Experience; English Language Learners; Foreign Students; Individual Differences; Asians; Learning Experience; Learning Activities; Student Attitudes; Educational Strategies; Australia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Sprachaneignung; Spracherwerb; Sprachgebrauch; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Soziolinguistik; Studienerfahrung; Individueller Unterschied; Asian; Asiat; Asiatin; Asiaten; Asiate; Lernerfahrung; Lernaktivität; Schülerverhalten; Lehrstrategie; Australien
Abstract	This article examines the role of agency for the English language development of three Chinese research students with high English proficiency sojourning in Australia. The focus is on the various approaches the learners employed to strengthen their sense of confidence in their language use in Australia. The data were obtained through in-depth interviews and organized into case-study reports. The findings demonstrate that in transitioning into the Australian linguistic and cultural community, all the learners actively sought different English-mediated activities and experiences in order to build the confidence necessary for a successful transition. The differences in their choices of activities were intimately linked with what they historically saw and established as significant achievement goals in and through English. In maintaining that the students' agency was an extension of their fundamental desires and goals for learning, this article provides insights into how second-language (L2) learners gain participation in the target community and the salience of their historical learning goals for L2 use and overall L2 development. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10