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Ein Konzept für den Einsatz von Idiom-Geschichten als Selbstlernmaterialien für erwachsene Chinesischlerner auf Anfängerniveau [Online resource]
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Kai Wang. - Frankfurt am Main : Universitätsbibliothek Johann Christian Senckenberg, 2021
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A Review of Studies Related to the Sign Language Pedagogy as a Second Language ; 第二言語としての手話言語教授法に関する文献的検討
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Difficulties encountered using English as a second language in online interaction ...
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Teacher support for language development and content mastery in English learning Students with Interrupted Formal Education (SIFE)
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L2 motivational self, social identity, and swearing - perspectives from Korean EFL speakers
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Foreign language anxiety: a study of Australian language students of Chinese
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Law, April. - : Sydney, Australia : Macquarie University, 2018
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Individual differences in foreign language attainment of children with poor literacy skills
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A favor de SA: el efecto de una estancia en el extranjero en la motivación lingüística y la adquisición de segunda lengua a largo plazo
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A functional approach to teaching English tenses to speakers of other languages: the case of teaching English to adults in Serbia
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New perspectives on older language learners: a mixed methods study on the temporal self of young-old EFL-learners in Germany
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Abstract:
Theoretical thesis. ; "Inaugural Dissertation zur Erlangung des Doktorgrades der Philosophie des Fachbereiches FB05 der Justus-Liebig Universität Gießen im Rahmen eines Cotutelle-Vertrages mit der Universität Macquarie University, Sydney vorgelegt von Miriam Neigert (Dipl.-Fremdsprachenlehrerin) aus Schlüchtern" -- title page ; Bibliography: pages 219-234. ; 1. Introduction -- 2. Who are the young-old -- 3. Self-concept, its temporal facets, and foreign language learners -- 4. Methodology, research design and research context -- 5. Numbers : the survey -- 6. Words : the interviews -- 7. Numbers and words : merging the quan and qual strands -- 8. Conclusion -- Works cited -- Appendices. ; Despite major demographic changes in recent years and in the future, a uniform view of adult language learners has prevailed in foreign language research for a long time. Young-old learners – the participants of my study – are an age group, which spans from approximately 60 to 80 years of age and is in a transitional phase from work-life to retirement (and beyond that time) and still shows a high interest in life-long learning. My thesis investigates how young-old learners perceive themselves as foreign language learners, by taking a closer look at their L2 self-concept and its temporal facets, i.e. their past, actual, future/ideal L2 selves. To do so, my research brings together concepts from gerontology, psychology, adult education, and foreign/second language research. ; I have utilized a mixed method approach for my research to gain a better understanding of the complexities of language learner self. Thus, my study combines and analyses a quantitative data strand (a survey study with 195 respondents learning English at German adult education centres; German: Volkshochschule) and a qualitative data strand (21 in-depth interviews with young-old English learners at a local adult education centre). The findings of the study indicate that young-old language learners’ priorities with regard to foreign language learning undergo a shift with old age and retirement. It is a shift towards an increased value of the social sphere in a language class, as well as the intention of defying the effects of ageing by learning a foreign language (and with it practising the long-advocated ‘lifelong learning’). Moreover, the study illustrates the importance of critical incidents abroad in the past as well as a connection to an L2-community when it comes to shaping young-old language learners’ degree of resilience and quality of an L2-vision (cf. Dörnyei 2014). With this, my thesis offers a new, more differentiated perspective on older language learners. Its distinct contribution lies in uncovering the importance of researching the temporal facets of their language learner self. ; The research concludes that two major influences shaped the developmental logic of national food provisioning over time — the extent to which domestic capitalism gained ascendency over traditions of localism, and the extent to which global logics took precedence over national policy autonomy. Historical and structural factors relevant to the initial subordination of agriculture to industry, the nature of state activism and agency, and the degree of national autonomy and ‘policy space’ within the global scene describe and explain the distinct dynamics of national food capitalism along alternative pathways. Food systems that developed out of the need to negotiate politically and socially the extent of the commodification of food provisioning as it was the case in France, came to be underpinned by very different sets of ideological and institutional arrangements than those where the integration of agriculture into the capitalist mode of production encountered less initial resistance. ; The thesis also proposes to distinguish national policy logics as a question of explicit or implicit emphasis. Just as France’s food policy environment makes the social relations of food explicit with well-defined systemic policy responses, the liberal economies of both the UK and Australia conceive the organisation of food provisioning in more implicit terms, creating a political distance between the policy issue and the sites of policy decision. Overall, the study confirms that today’s ‘varieties of food capitalism’ find their origins in the social and political dynamics present at the time of transitioning to a capitalist democracy, and finds little evidence for the convergence of national food policies. ; Mode of access: World wide web ; 1 online resource (viii, 256 pages) tables
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Keyword:
Adult students -- Germany -- Attitudes; age and language learning; EFL; food policy; foreign language learning; L2MSS; mixed methods; older language learners; Second language acquisition; self-concept; Self-perception; temporal self
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URL: http://hdl.handle.net/1959.14/1268448
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Teaching English to high school students in rural and urban areas in Vietnam: students' listening competence and teachers' perceptions
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Bui, Hong Van. - : Sydney, Australia : Macquarie University, 2017
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The Tensions of Globalization in the Contact Zone: The Case of Two Intermediate University-level Spanish Language and Culture Classrooms on the U.S./Mexico Border
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Speaking anxiety among Saudi ESL learners studying in Australia
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Means to enhance vocabulary acquisition by pre-beginning L2 students in an intensive English learning situation
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An Interview with APPLE Lecture Speaker Professor Alister Cumming
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Internationalizing Education Through English Medium Instruction: Key Theoretic-Pedagogical Ideas
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Identity, Second Language Acquisition, and Investment: Overseas Koreans, Language, and Ethnolinguistic Community Membership
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