Please use this identifier to cite or link to this item:
http://hdl.handle.net/20.500.12128/1099
Title: | Critical incidents in multilingual language learning : content focus |
Authors: | Gabryś-Barker, Danuta |
Keywords: | language learning process; cognitive; affective and socio-cultural levels |
Issue Date: | 2013 |
Citation: | Linguistica Silesiana, Vol. 34 (2013), s. 247-264 |
Abstract: | Any language learning process is a complex phenomenon as it occurs on the cognitive,
affective and socio-cultural levels. The interrelatedness of them all and the
contextually-determined way in which they interact make language learning experiences
unique to individuals. The context in which more than two languages are
learnt adds to its complexity. This article examines what multilingual language users
perceive as meaningful in two different contexts of language learning: L2 versus
L3. Although unique, these two processes exhibit a fair degree of homogeneity, for
example in terms of one`s coping potential as the major appraisal value both in L2
and L3 learning and growing negativity about language learning in later stages of
life in L3 learning. |
URI: | http://hdl.handle.net/20.500.12128/1099 |
ISSN: | 0208-4228 |
Appears in Collections: | Artykuły (W.Hum.)
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