English Immersion in Paraguay: Individual and Sociocultural Dimensions of Language Learning and Use  

Oleh:

Spezzini, Susan

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: International Journal of Bilingual Education and Bilingualism (Full Text) vol. 7 no. 5 (2004), page 412 — 431.
Topik: comprehensibility; variability in language learning and use; immersion education; English immersion; gender; identity
Fulltext: Vol. 7, No. 5, 2004, 412 — 431.pdf (184.22KB)

Isi artikel

This investigation of English immersion learners explored processes of learning English, patterns of language use, and levels of comprehensibility among 34 predominantly Spanish-speaking 12th graders at the American School of Asuncion in Asuncion, Paraguay. The analysis of data from language learning histories, group interviews, perceived comprehensibility ratings, and questionnaires about language use led to the identification of linguistic dimensions affecting comprehensibility and of individual and sociocultural dimensions related to language learning and use. When judging comprehensibility, the native-speaker raters were influenced mainly by prosodic elements and overall fluency. Higher comprehensibility corresponded to girls as well as to students with some schooling in English language contexts, aspects of integrative motivation and more frequent L2 use. Findings were congruent with studies in immersion education, second language acquisition, sociolinguistics and social psychology.

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