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Second Language Learning and Cultural Representations: Beyond Competence and Identity
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| Authors/collaborators |
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| Title |
Second Language Learning and Cultural Representations: Beyond Competence and Identity
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| Abstract |
The socio-contextual model of second language (L2) learning proposes that L2 learning is influenced by aspects of contact with the L2 community, L2 confidence, and identification to both the first language and L2 community. The authors examine how these aspects are linked to individuals' cultural representations, corresponding to attitudes toward the L2 community. Respondents included fifty Francophone and fifty Anglophone university students with low and high ethnolinguistic vitality, respectively. Path analyses were conducted in order to examine the interrelations between aspects of the socio-contextual model and cultural representations. The authors conclude that these analyses revealed that, for both groups, learning an L2 leads individuals to hold more positive and accepting views of the L2 community.
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| Publication |
Language Learning
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| Volume |
Vol. 56
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| Issue |
no. 4
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| Pages |
609-631
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| Date |
December 2006
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| Language |
en
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| Citation |
Rubenfeld, Sara, Richard Clément, Denise Lussier, Monique Lebrun, and Réjean Auger. “Second Language Learning and Cultural Representations: Beyond Competence and Identity.” Language Learning Vol. 56, no. 4 (December 2006): 609–631.
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