Details
| Original language | English |
|---|---|
| Title of host publication | New Developments in Foreign Language Learning |
| Editors | Adrienne Murphy |
| Place of Publication | Hauppauge, New York |
| Pages | 59-98 |
| Number of pages | 40 |
| ISBN (electronic) | 9781634842778 |
| Publication status | Published - Mar 2016 |
Publication series
| Name | Languages and linguistics |
|---|---|
| Publisher | Nova Science Publisher's, Inc |
Abstract
In the EFL context, the learners’ extracurricular contact with the L2 is considered both an important goal and a substantial means to develop and optimize their foreign language acquisition. From a cognitive-motivational perspective the extent and intensity to communicate in a foreign language outside the EFL classroom will not only depend on the learners’ language skills, but will also be strongly affected by their related selfbeliefs. In particular, their perceptions of their own competencies as well as their apprehension concerning the use of the English language should decisively regulate their actual willingness to communicate in the L2. Besides pertinent listening, pronunciation, vocabulary or grammar skills, in particular, the learners’ oral narrative competencies and their related self-beliefs, respectively, should claim a central role in determining their L2 contact. However, as previous EFL research could incrementally differentiate L2 competence beliefs and anxieties into several specific subcomponents (such as speaking, reading, or writing beliefs) and could clearly demonstrate the relationships of these subcomponents with the foreign language learners’ relevant achievement and proficiency levels - the issue of oral narrative competence beliefs and anxieties appears to be barely analyzed. Moreover, little is known about their contribution to explain interindividually existing differences in EFL learners’ extracurricular L2 contact. Therefore, the present study aims at clarifying these relationships. In a sample of N = 256 German ninth-graders from 9 inner-city grammar schools the relations between their related competence beliefs, anxiety, teacher ratings of their relevant L2 skills, and their extracurricular L2 contact were analyzed. For concurrent validation, measures of their L1 and L2 self-concept were also included. Using structural equation modeling method the results could show the learners’ L2 contact being directly explained by their self-perceptions of oral narrative competencies, which appeared to be directly affected by their anxiety concerning oral narrative situations. The anxiety variable, in turn, could be directly predicted by the teacher rating of learners’ speaking skills. Hence, the L2 speaking skills had no direct impact on the learners’ L2 contact, but were sequentially mediated by their oral narrative self-beliefs and their apprehension or fear of failure concerning oral narrative situations. Furthermore, multiple group comparison could demonstrate these relationships among variables to be invariant across gender. Taken altogether, the present findings stress the need for conceptually and methodologically more complex research designs to intensely unravel the developmental pathways and educational effects of EFL learners’ extracurricular L2 activities.
ASJC Scopus subject areas
- Arts and Humanities(all)
- General Arts and Humanities
- Social Sciences(all)
- General Social Sciences
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New Developments in Foreign Language Learning. ed. / Adrienne Murphy. Hauppauge, New York, 2016. p. 59-98 (Languages and linguistics).
Research output: Chapter in book/report/conference proceeding › Contribution to book/anthology › Research › peer review
}
TY - CHAP
T1 - Secondary EFL Learners’ Extracurricular L2 Contact and their Self-Beliefs Concerning Oral Narrative Competencies
T2 - Analyzing Relations among Constructs – Clarifying the Role of Language Proficiency and Gender
AU - Faber, Günter
PY - 2016/3
Y1 - 2016/3
N2 - In the EFL context, the learners’ extracurricular contact with the L2 is considered both an important goal and a substantial means to develop and optimize their foreign language acquisition. From a cognitive-motivational perspective the extent and intensity to communicate in a foreign language outside the EFL classroom will not only depend on the learners’ language skills, but will also be strongly affected by their related selfbeliefs. In particular, their perceptions of their own competencies as well as their apprehension concerning the use of the English language should decisively regulate their actual willingness to communicate in the L2. Besides pertinent listening, pronunciation, vocabulary or grammar skills, in particular, the learners’ oral narrative competencies and their related self-beliefs, respectively, should claim a central role in determining their L2 contact. However, as previous EFL research could incrementally differentiate L2 competence beliefs and anxieties into several specific subcomponents (such as speaking, reading, or writing beliefs) and could clearly demonstrate the relationships of these subcomponents with the foreign language learners’ relevant achievement and proficiency levels - the issue of oral narrative competence beliefs and anxieties appears to be barely analyzed. Moreover, little is known about their contribution to explain interindividually existing differences in EFL learners’ extracurricular L2 contact. Therefore, the present study aims at clarifying these relationships. In a sample of N = 256 German ninth-graders from 9 inner-city grammar schools the relations between their related competence beliefs, anxiety, teacher ratings of their relevant L2 skills, and their extracurricular L2 contact were analyzed. For concurrent validation, measures of their L1 and L2 self-concept were also included. Using structural equation modeling method the results could show the learners’ L2 contact being directly explained by their self-perceptions of oral narrative competencies, which appeared to be directly affected by their anxiety concerning oral narrative situations. The anxiety variable, in turn, could be directly predicted by the teacher rating of learners’ speaking skills. Hence, the L2 speaking skills had no direct impact on the learners’ L2 contact, but were sequentially mediated by their oral narrative self-beliefs and their apprehension or fear of failure concerning oral narrative situations. Furthermore, multiple group comparison could demonstrate these relationships among variables to be invariant across gender. Taken altogether, the present findings stress the need for conceptually and methodologically more complex research designs to intensely unravel the developmental pathways and educational effects of EFL learners’ extracurricular L2 activities.
AB - In the EFL context, the learners’ extracurricular contact with the L2 is considered both an important goal and a substantial means to develop and optimize their foreign language acquisition. From a cognitive-motivational perspective the extent and intensity to communicate in a foreign language outside the EFL classroom will not only depend on the learners’ language skills, but will also be strongly affected by their related selfbeliefs. In particular, their perceptions of their own competencies as well as their apprehension concerning the use of the English language should decisively regulate their actual willingness to communicate in the L2. Besides pertinent listening, pronunciation, vocabulary or grammar skills, in particular, the learners’ oral narrative competencies and their related self-beliefs, respectively, should claim a central role in determining their L2 contact. However, as previous EFL research could incrementally differentiate L2 competence beliefs and anxieties into several specific subcomponents (such as speaking, reading, or writing beliefs) and could clearly demonstrate the relationships of these subcomponents with the foreign language learners’ relevant achievement and proficiency levels - the issue of oral narrative competence beliefs and anxieties appears to be barely analyzed. Moreover, little is known about their contribution to explain interindividually existing differences in EFL learners’ extracurricular L2 contact. Therefore, the present study aims at clarifying these relationships. In a sample of N = 256 German ninth-graders from 9 inner-city grammar schools the relations between their related competence beliefs, anxiety, teacher ratings of their relevant L2 skills, and their extracurricular L2 contact were analyzed. For concurrent validation, measures of their L1 and L2 self-concept were also included. Using structural equation modeling method the results could show the learners’ L2 contact being directly explained by their self-perceptions of oral narrative competencies, which appeared to be directly affected by their anxiety concerning oral narrative situations. The anxiety variable, in turn, could be directly predicted by the teacher rating of learners’ speaking skills. Hence, the L2 speaking skills had no direct impact on the learners’ L2 contact, but were sequentially mediated by their oral narrative self-beliefs and their apprehension or fear of failure concerning oral narrative situations. Furthermore, multiple group comparison could demonstrate these relationships among variables to be invariant across gender. Taken altogether, the present findings stress the need for conceptually and methodologically more complex research designs to intensely unravel the developmental pathways and educational effects of EFL learners’ extracurricular L2 activities.
UR - http://www.scopus.com/inward/record.url?scp=85016780961&partnerID=8YFLogxK
M3 - Contribution to book/anthology
SN - 1634842774
SN - 978-1-63484-276-1
T3 - Languages and linguistics
SP - 59
EP - 98
BT - New Developments in Foreign Language Learning
A2 - Murphy, Adrienne
CY - Hauppauge, New York
ER -