Show simple item record

dc.contributor.authorTaylor-Leech, K
dc.contributor.authorYates, L
dc.date.accessioned2017-05-03T13:57:56Z
dc.date.available2017-05-03T13:57:56Z
dc.date.issued2012
dc.date.modified2013-06-18T03:07:41Z
dc.identifier.issn0155-0640
dc.identifier.urihttp://hdl.handle.net/10072/47117
dc.description.abstractThis article draws on ethnographic data from a longitudinal study of newly-arrived immigrants of non English-speaking background in the Australian Adult Migrant English Program to investigate their opportunities for using English and the language learning strategies (LLS) they used to make the most of these opportunities. Analysis of their reports of spoken interactions in and beyond the classroom suggests that many participants had little awareness of the strategies they could use to increase their opportunities to interact with other English speakers. Most participants did not use any LLS and those they did use were largely social in nature and motivation. With a particular focus on social strategies,we consider participants' use of LLS to improve their English. We identify some constraints on their use of social strategies and some ways in which contextual and individual factors interacted for learners at different levels of proficiency. We conclude with some practical implications for LLS instruction in English language programs for new arrivals. The findings suggest that explicit instruction particularly in social talk and interaction could help learners increase their contact with English speakers. Families and communities could also benefit from information to promote understanding of the communication challenges facing newly arrived immigrants of non English-speaking background.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherMonash University ePress
dc.publisher.placeAustralia
dc.publisher.urihttps://doi.org/10.1075/aral.35.2.01tay
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom138
dc.relation.ispartofpageto155
dc.relation.ispartofissue2
dc.relation.ispartofjournalAustralian Review of Applied Linguistics
dc.relation.ispartofvolume35
dc.rights.retentionY
dc.subject.fieldofresearchCognitive and computational psychology
dc.subject.fieldofresearchLinguistics
dc.subject.fieldofresearchApplied linguistics and educational linguistics
dc.subject.fieldofresearchcode5204
dc.subject.fieldofresearchcode4704
dc.subject.fieldofresearchcode470401
dc.titleStrategies for building social connection through English: Challenges for immigrants and implications for teaching English as a second language
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.date.issued2012
gro.hasfulltextNo Full Text
gro.griffith.authorTaylor-Leech, Kerry J.


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record