Proceedings from the 31st International Conference of the Croatian Applied Linguistics Society
Edited By Marija Brala Vukanović and Anita Memišević
The effects of language are numerous. Some are known and have been described, other effects are intuitive and are still waiting to be understood, explained and predicted, while – possibly – there might be more effects that we are still unaware of. The book brings together 16 contributions organized into two main sections: The first one relates to the issue of the effects of language in the FL classroom. The second one can, broadly speaking, be subsumed under the heading of sociolinguistics, given that it brings together a number of papers exploring the effects of language on society and/or on the individual. The answers to the questions have been provided by linguists – theoreticians and practitioners - from multiple perspectives. Thus, the conclusions and invitations for further research put forth in the papers collected in this book, should be of use to anyone with an interest in the effects of language, from cognitive scientists to FL teachers.
English-language informal exposure and students’ EFL classroom motivation and preferences (Sara Brodarić Šegvić)
| 73 →
Sara Brodarić Šegvić
PhD student of Linguistics at the Faculty of Humanities and Social Sciences in Split email@example.com
English-language informal exposure and students’ EFL classroom motivation and preferences
Abstract: Previous research (Brodarić 2015; Cergol Kovačević and Matijević 2015) has proved that the English language and Croatian students’ exposure to it in non-institutional situations has a positive effect on their EFL results at school. The influence of the English language and culture on Croatian students, through subtitled films and TV shows, English song lyrics, videogames and information on the Internet, should be closely studied in order for it to be usefully implemented within the programmes of formal EFL learning. The present study statistically analysed the data provided by 78 secondary school students by examining their attitudes towards speaking, reading, listening, writing and grammar practice in class on the one hand, while comparing them to the frequency of students’ EFL exposure out of school, their preferences for English-language music or Croatian music and attitudes to watching English-spoken or subtitled TV content, on the other. The results reveal that the students who report an above average engagement in various out-of-school English-related activities also express greater inclination for EFL activities in the classroom. The findings show a relation between students’ preference for English-language music and a prominent affinity to the productive use of the foreign language at school. Moreover, students’ inclination for speaking, writing and listening to English materials in class is also...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.