Sociolinguistic attitudes, ethnolinguistic identity, and L2 proficiency : the Quebec context
|Advisor:||Hummel, Kirsten M.|
|Abstract:||Focussing on the case of Francophone-Anglophone intergroup relations in Quebec (Canada), this quantitative study examined the role of social context in second language (L2) classroom learning. Specifically, the relationships between attitudes toward the L2, the L2 community, and language policy and planning on the one hand and L2 proficiency on the other were investigated. As a secondary objective, the role played by students’ relationship with their first language (L1) and L1 community (i.e., ethnolinguistic identity) in the construction of these attitudes was also studied. In total, 121 Francophone and Anglophone high school students responded to a multi-part questionnaire, and their data was analyzed with respect to their scores on provincial L2 tests. Significant relationships between attitudes toward language policy and planning, attitudes toward the L2, and proficiency were confirmed as was the role of ethnolinguistic identity in the construction of these attitudes. However, these findings varied across linguistic groups.|
|Document Type:||Mémoire de maîtrise|
|Open Access Date:||19 April 2018|
|Collection:||Thèses et mémoires|
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