Exploring the Role of Perception in Language Learning: A Plurilingual and Ecological Perspective on Students’ Perceptions of French-English Proximity
Year: 2018
Type: dissertation
Abstract: This study explores adult students’ subjective perceptions of the proximity between French and English. Through a plurilingual, ecological perspective (Piccardo, 2017; van Lier, 2004a) and the theory of affordances (Gibson, 1979/1986; Rietveld Kiverstein, 2014), perception of language proximity is conceptualized as a dynamic construct that can either facilitate or hinder learning. This study implements four methods (drawing task, language background questionnaire, cognate recognition task and semi-structured interview) to analyze participants’ perceptions of French-English similarities at three levels of analysis (cognate characteristics, patterns within groups and individual perceptions). The findings suggest that participants who viewed cognates as facilitative for their language learning had greater metalinguistic awareness and recognized more French-English cognates. Conversely, participants who perceived cognates as detrimental to their learning tended to demonstrate a lack of metalinguistic awareness and recognized very few French-English cognates. The study highlights the importance of fostering close perceptions of language proximity in language learning.
Source: TSpace (University of Toronto)
Author: Kimberly Cho
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2947726125