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Effects of recasts and prompts on L2 pronunciation development: teaching English /r/ to Korean adult EFL learners
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| 62 |
Being a language teacher in the content classroom: teacher identity and content and language integrated learning (CLIL)
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| 63 |
Do girls have all the fun? Anxiety and enjoyment in the foreign language classroom
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| 64 |
Editorial: selected papers from the 8th conference of the European Association for the Teaching of Academic Writing
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| 65 |
The two faces of Janus? Anxiety and Enjoyment in the Foreign Language Classroom
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| 66 |
Examining work – education intersections: the production of learning reals in and through practice
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Harman, Kerry. - : European Society for Research on the Education of Adults (ESREA), 2016
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| 67 |
Personality changes after a 'year abroad'? A mixed-methods study
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| 69 |
How can linguists contribute to the refugee crisis? Issues and Responses
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| 70 |
Heritage language anxiety and majority language anxiety among Turkish immigrants in the Netherlands
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Abstract:
Aims and objectives: This study examines the language anxiety that occurs in immigrants’ daily lives when speaking the heritage language and the majority language, both in their host country and during visits to their home country. It compares the levels of heritage language anxiety and majority language anxiety across three generations of the Turkish immigrant community in the Netherlands and explores the link between immigrants’ language anxiety, and sociobiographical (i.e. generation, gender, education) and language background variables (i.e. age of acquisition, self-perceived proficiency, frequency of language use). Design: A Likert scale-based questionnaire was administered to 116 participants across three generations who reported their language anxiety levels when speaking the heritage language and the majority language in three social contexts (i.e. family, friendship and speaking with native speakers). Findings: Statistical analyses revealed that heritage language anxiety and majority language anxiety were prevalent in immigrants’ daily life, and that levels of both forms of anxiety differed across generations, and in different daily life situations. First- and second-generation immigrants typically experienced majority language anxiety, while second- and predominantly third-generation immigrants suffered from heritage language anxiety. Relationships emerged between language background variables and both forms of anxiety, but only in certain situations. These findings suggest that language background variables on their own may be insufficient to explain immigrant language anxiety in certain social contexts (i.e. within family). Rather than merely language background factors, a variety of other issues within social, cultural and national currents must be considered when examining language anxiety in the immigrant context. Implications: Taking an interdisciplinary approach that combines language contact and foreign language anxiety/second language anxiety research, this study suggests that the concept of foreign language anxiety/second language anxiety should be expanded beyond the confines of the classroom in order to include daily interactions immigrant or minority communities. Originality: This study contributes to the limited body of evidence on the topic of language anxiety in immigrant contexts and presents a new construct ‘majority language anxiety’.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://doi.org/10.1177/1367006916661635
https://eprints.bbk.ac.uk/id/eprint/15844/3/15844.pdf
https://eprints.bbk.ac.uk/id/eprint/15844/
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| 71 |
Brussels-London: crossing channels while juggling with social and cultural capital
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| 73 |
Learners’ privilege and responsibility: A critical examination of the experiences and perspectives of learners from Chinese backgrounds in the United States
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| 74 |
Navigating Collaboration: A Multimodal Analysis of Turn-Taking in Co-teaching
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| 75 |
An Interview with APPLE Lecture Speaker Professor Brian MacWhinney
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| 76 |
Co-teachers’ Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom
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| 77 |
The Impact of Input Flooding and Textual Enhancement on Iranian EFL Learners’ Syntactic Development
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| 78 |
Embodied Vocabulary Explanation in ESL Group Interaction: A Preliminary Account
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| 80 |
Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement
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