Plurilingual students in tandem language exchange: Motivation, perceived positive language interaction, and plurilingual approach
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11210%2F24%3A10488872" target="_blank" >RIV/00216208:11210/24:10488872 - isvavai.cz</a>
Výsledek na webu
<a href="http://dx.doi.org/10.5817/CZ.MUNI.M280-0562-2024" target="_blank" >http://dx.doi.org/10.5817/CZ.MUNI.M280-0562-2024</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.5817/CZ.MUNI.M280-0562-2024" target="_blank" >10.5817/CZ.MUNI.M280-0562-2024</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Plurilingual students in tandem language exchange: Motivation, perceived positive language interaction, and plurilingual approach
Popis výsledku v původním jazyce
Languages in the speakers' repertoire influence additional language acquisition and the learners may perceive interaction among them. This chapter presents a study on plurilingualism in a language exchange course (language tandem), exploring the ideal multilingual selves, perceived positive language interaction (PPLI) of languages that the learners have studied, and plurilingual strategies employed in the tandem course. Data were collected using reflections, learner diaries, interviews, and a recorded lesson. The qualitative study presents profiles of a pair where a Czech student learns French as L4 and a Canadian student learns Czech as L4. The results underscore the role of the teacher in perceiving interaction among languages learned and language learning motivation and challenge the monolingual bias in tandem language learning.
Název v anglickém jazyce
Plurilingual students in tandem language exchange: Motivation, perceived positive language interaction, and plurilingual approach
Popis výsledku anglicky
Languages in the speakers' repertoire influence additional language acquisition and the learners may perceive interaction among them. This chapter presents a study on plurilingualism in a language exchange course (language tandem), exploring the ideal multilingual selves, perceived positive language interaction (PPLI) of languages that the learners have studied, and plurilingual strategies employed in the tandem course. Data were collected using reflections, learner diaries, interviews, and a recorded lesson. The qualitative study presents profiles of a pair where a Czech student learns French as L4 and a Canadian student learns Czech as L4. The results underscore the role of the teacher in perceiving interaction among languages learned and language learning motivation and challenge the monolingual bias in tandem language learning.
Klasifikace
Druh
C - Kapitola v odborné knize
CEP obor
—
OECD FORD obor
60203 - Linguistics
Návaznosti výsledku
Projekt
—
Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2024
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název knihy nebo sborníku
Compétences plurilingues : perspectives et actions / Plurilingual competencies: perspectives and actions
ISBN
978-80-280-0562-7
Počet stran výsledku
12
Strana od-do
55-66
Počet stran knihy
99
Název nakladatele
Muni Press
Místo vydání
Brno
Kód UT WoS kapitoly
—