Sprache(n) für Europa. Mehrsprachigkeit als Chance / Language(s) for Europe. Multilingualism as a Chance
Auswahl an Beiträgen des 52. Linguistischen Kolloquiums in Erlangen (2017) / Selected Papers of the 52nd Linguistics Colloquium in Erlangen (2017)
Edited By Jürg Strässler
Dieses Buch präsentiert eine Auswahl an Beiträgen des 52. Linguistischen Kolloquiums 2017 in Erlangen. Unter dem Konferenzthema «Sprache(n) für Europa – Mehrsprachigkeit als Chance» behandeln die 25 Beiträge in deutscher und englischer Sprache vor allem Erst- und Zweitspracherwerb, sprachdidaktische Aspekte sowie Mehrsprachigkeit in interkultureller Kommunikation. Darüber hinaus werden neben Experimenteller Linguistik, Corpus Linguistik und Medienlinguistik auch sprachhistorische, sprachpolitische und pragmatische Aspekte beleuchtet.
Outside-Classroom Foreign Language Anxiety and Speaking Skill in Monolingual and Bilingual Learners of English as a Foreign Language (Vladimir Legac)
Outside-Classroom Foreign Language Anxiety and Speaking Skill in Monolingual and Bilingual Learners of English as a Foreign Language
The research study presented in this paper focuses on outside-classroom foreign language anxiety (OCFLA) as one particular manifestation of the foreign language anxiety (FLA) which is an individual difference and looks at its relationship to the achievement in speaking skill in EFL. It explores whether there are any differences in the level of OCFLA and in the achievement in speaking skill in EFL between individuals who have been raised in an environment where only one language is spoken (monolingual persons) and those who have been exposed to two languages (bilingual persons). These three elements that are dealt with in this study: FLA, opposition between monolingualism and bilingualism and speaking skill are the result of several revolutionary turning-points which occurred in the second half of the 20th century. Those turning-points were revolutionary, because they initiated complete changes of attitudes in foreign language (FL) teaching as well as in psychology.
The first change of attitudes involved the acceptance of the role of affective factors in foreign language (FL) learning. Until the early 1980s FL learning was linked exclusively to learners’ cognitive abilities. Since then it has been commonly accepted that in addition to learners’ cognitive abilities their affective learner qualities are also activated (Stern 1983). The role of affective factors in FL learning was explained and illustrated through Gardner’s socioeducational model of...
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