Second Language Learning and Cultural Representations

Beyond Competence and Identity

Bibliographic Data

ID4501730
AuthorsSara Rubenfeld (0000-0003-1420-6598, University of Ottawa), Richard Clément (0000-0002-6481-2273, University of Ottawa, corresponding author), Denise Lussier (McGill University), Monique Lebrun (Université du Québec à Montréal), Réjean Auger (Université du Québec à Montréal)
Year2006
Volume56
Issue4
Pages609-631
Publication date2006-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueLanguage Learning (JOURNAL)
Journal identifiersISSN: 0023-8333 • E-ISSN: 1467-9922
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.1467-9922.2006.00390.x
OpenAlexW2099334334
LanguageEN
Citations received23
References cited23

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 (Clément, 1980; Noels & Clément, 1996). The present study examines how these aspects are linked to individuals' cultural representations, corresponding to attitudes toward the L2 community (Sperber, 1996). Respondents included Francophone (n= 50) and Anglophone (n= 50) 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. These analyses revealed that, for both groups, learning an L2 leads individuals to hold more positive and accepting views of the L2 community. Implications of the findings are discussed with respect to ethnolinguistic vitality, L2 learning, and cultural representations

Competence (human resources) · Cultural identity · Feeling · First language · Language acquisition · Linguistics · Mathematics education · Second language · Vitality · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Multilingual Education and Policy · Psychology · Social Psychology

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