Strengthening Ties to L2: Improving Secondary Students’ Attitudes through Dialogic Literary Gatherings.

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL
Maite Santiago-Garabieta, Rocío García-Carrión, L. Villardón-Gallego
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引用次数: 2

Abstract

Over the last decades, many efforts have been made to establish the Basque minority language as a normalized language in the Basque Country. Research has shown that language use, language proficiency and attitudes towards language are closely associated. Likewise, the benefit of interactive learning environments for improving language proficiency is well known. However, the effect of such environments on attitudes towards second languages (L2) has been less studied. This article presents a qualitative study that explores the extent to which the implementation of a particular dialogue-based classroom strategy, named Dialogic Literary Gatherings (DLGs), may transform secondary students’ attitudes towards Basque (L2). The DLGs were carried out with 46 secondary education students in the Basque Country. After implementing DLGs, teachers’ interviews and students’ focus groups were conducted and analysed inductively. Results show that participants reported changes in students’ attitudes towards Basque and they related these changes to the dialogical space they experienced during the DLGs, since this created affordances for them to engage in meaningful discussions when speaking in Basque. Implications of the study are discussed.
加强与第二语言的联系:通过对话文学聚会改善中学生的态度。
在过去的几十年里,人们做出了许多努力,将巴斯克少数民族语言确立为巴斯克地区的一种标准化语言。研究表明,语言的使用、语言的熟练程度和对待语言的态度是密切相关的。同样,互动式学习环境对提高语言能力的好处也是众所周知的。然而,这种环境对第二语言态度的影响研究较少。本文提出了一项定性研究,探讨了在多大程度上实施一种特定的基于对话的课堂策略,即对话文学聚会(Dialogic Literary gathering,简称DLGs),可能会改变中学生对巴斯克语(第二语言)的态度。在巴斯克地区对46名中学学生进行了DLGs。实施DLGs后,对教师访谈和学生焦点小组进行归纳分析。结果显示,参与者报告了学生对巴斯克语态度的变化,他们将这些变化与他们在dlg期间经历的对话空间联系起来,因为这为他们在用巴斯克语交谈时参与有意义的讨论提供了支持。讨论了本研究的意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
1.90
自引率
0.00%
发文量
13
审稿时长
8 weeks
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