“All the time learning... three months are equal to one year” :
second language learning in a target-language community

Sayin, S

“All the time learning... three months are equal to one year” : second language learning in a target-language community

Sayin, S

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Publication Type:: Thesis
Issue Date:: 2009

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Field	Value	Language
dc.contributor.author	Sayin, S
dc.date.accessioned	2010-02-23T03:51:06Z
dc.date.accessioned	2012-12-15T03:53:30Z
dc.date.available	2010-02-23T03:51:06Z
dc.date.available	2012-12-15T03:53:30Z
dc.date.issued	2009
dc.identifier.uri	http://hdl.handle.net/10453/20355
dc.description	University of Technology, Sydney. Faculty of Education.
dc.description.abstract	Australia hosts thousands of English language learners every year and one of the reasons learners give for this is their belief that living in the target language community naturally avails them of more language learning opportunities than are available in their homelands. In fact, learners actually learn faster and more effectively compared to the limited gains in their respective countries. Believing that the target language community has a strong role in language learning, this research focuses on the factors and opportunities which enable students to develop their language skills in informal settings outside the school. Due to the vast scope of the research area, six different types of data collection methods have been used so that a wider spectrum in SLA could be investigated. These include an exploration of learner beliefs about their language learning experiences and a study of authentic social activities and linguistic engagements within those activities. The outcome of this research suggests that language learning is not first initiated “in the head”, but starts with the social activities in which learners participate and the qualities of the linguistic challenges and opportunities within these activities. The research draws on sociocultural theory (Vygotsky 1962, 1978), ecological approach to learning (van Lier 1999) and register theory (Halliday and Hasan 1985), and also on a range of research within second language acquisition studies. The study illustrates that language learning occurs in the context of activitybased communication experiences in authentic contexts, and the more the constant challenge and varied linguistic opportunities exist in the learner’s ecology, the more and better the chances to learn language. An overall approach to understanding independent language learning and a conceptual framework for examining informal language learning opportunities, have been developed. The study concludes with some implications for pedagogical practice in English language classrooms.	en
dc.format	Thesis (EdD)	en
dc.language.iso	en	en
dc.relation	https://opus.lib.uts.edu.au/bitstream/10453/20355/2/02Whole.pdf
dc.relation.replaces	http://hdl.handle.net/2100/1007
dc.rights	au.edu.uts.lib/ppc
dc.rights	The author owns the copyright in this thesis including all reproduction and reuse rights for the work. The work may not be altered without the permission of the copyright owner. Attribution is essential when quoting or paraphrasing from this thesis.
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	Second language acquisition.	en_AU
dc.subject	Target language community.	en_AU
dc.subject	Natural learning.	en_AU
dc.subject	Informal learning.	en_AU
dc.subject	Social learning.	en_AU
dc.subject	English language learners.	en_AU
dc.title	“All the time learning... three months are equal to one year” : second language learning in a target-language community	en
dc.type	Thesis
utslib.copyright.status	open_access

Abstract:

Australia hosts thousands of English language learners every year and one of the reasons learners give for this is their belief that living in the target language community naturally avails them of more language learning opportunities than are available in their homelands. In fact, learners actually learn faster and more effectively compared to the limited gains in their respective countries. Believing that the target language community has a strong role in language learning, this research focuses on the factors and opportunities which enable students to develop their language skills in informal settings outside the school. Due to the vast scope of the research area, six different types of data collection methods have been used so that a wider spectrum in SLA could be investigated. These include an exploration of learner beliefs about their language learning experiences and a study of authentic social activities and linguistic engagements within those activities. The outcome of this research suggests that language learning is not first initiated “in the head”, but starts with the social activities in which learners participate and the qualities of the linguistic challenges and opportunities within these activities. The research draws on sociocultural theory (Vygotsky 1962, 1978), ecological approach to learning (van Lier 1999) and register theory (Halliday and Hasan 1985), and also on a range of research within second language acquisition studies. The study illustrates that language learning occurs in the context of activitybased communication experiences in authentic contexts, and the more the constant challenge and varied linguistic opportunities exist in the learner’s ecology, the more and better the chances to learn language. An overall approach to understanding independent language learning and a conceptual framework for examining informal language learning opportunities, have been developed. The study concludes with some implications for pedagogical practice in English language classrooms.

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http://hdl.handle.net/10453/20355