Using a language socialization framework to explore Chinese Students’ L2 Reticence in English language learning
• L2 reticence is qualitatively different from general speaking reticence, as it is more specifically about being reticent in the L2. • Chinese students’ L2 reticence is more than learners’ passive compromise to internal and contextual conditions, but involves considerable agentic control over those...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Sang, Yuan [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2021 |
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| Übergeordnetes Werk: |
Enthalten in: Experimental investigation of Direct Carbon Fuel Cell fueled by almond shell biochar: Part II. Improvement of cell stability and performance by a three-layer planar configuration - Elleuch, Amal ELSEVIER, 2013, an international research journal, Amsterdam [u.a.] |
|---|---|
| Übergeordnetes Werk: |
volume:61 ; year:2021 ; pages:0 |
| Links: |
|---|
| DOI / URN: |
10.1016/j.linged.2021.100904 |
|---|
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| 520 | |a • L2 reticence is qualitatively different from general speaking reticence, as it is more specifically about being reticent in the L2. • Chinese students’ L2 reticence is more than learners’ passive compromise to internal and contextual conditions, but involves considerable agentic control over those conditions. • Through language socialization perspective, the role of linguistic and sociocultural environment is emphasized on its impact on English teaching and learning. • The semiotic resources exchanged and negotiated in the classroom strongly influence students’ language learning. | ||
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Using a language socialization framework to explore Chinese Students’ L2 Reticence in English language learning |
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• L2 reticence is qualitatively different from general speaking reticence, as it is more specifically about being reticent in the L2. • Chinese students’ L2 reticence is more than learners’ passive compromise to internal and contextual conditions, but involves considerable agentic control over those conditions. • Through language socialization perspective, the role of linguistic and sociocultural environment is emphasized on its impact on English teaching and learning. • The semiotic resources exchanged and negotiated in the classroom strongly influence students’ language learning. |
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• L2 reticence is qualitatively different from general speaking reticence, as it is more specifically about being reticent in the L2. • Chinese students’ L2 reticence is more than learners’ passive compromise to internal and contextual conditions, but involves considerable agentic control over those conditions. • Through language socialization perspective, the role of linguistic and sociocultural environment is emphasized on its impact on English teaching and learning. • The semiotic resources exchanged and negotiated in the classroom strongly influence students’ language learning. |
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• L2 reticence is qualitatively different from general speaking reticence, as it is more specifically about being reticent in the L2. • Chinese students’ L2 reticence is more than learners’ passive compromise to internal and contextual conditions, but involves considerable agentic control over those conditions. • Through language socialization perspective, the role of linguistic and sociocultural environment is emphasized on its impact on English teaching and learning. • The semiotic resources exchanged and negotiated in the classroom strongly influence students’ language learning. |
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