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Heritage Passions, Heritage Convictions, and the Rooted L2 Self: Music and Gaelic Language Learning in Cape Breton, Nova Scotia
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MacIntyre, Peter D.; Baker, Susan C.; Sparling, Heather – Modern Language Journal, 2017
The present research examines the role of music and dance in motivating Gaelic language learning on Cape Breton Island (Canada). The Gaelic language, once thriving in this context, has declined in use but flourishes in both music and dance. This article presents the results of in-depth interviews (60-90 minutes) with 10 accomplished adult…
Descriptors: Second Language Learning, Learning Motivation, Self Concept, Semantics
Willingness To Communicate, Social Support, and Language Learning Orientations of Immersion Students.
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MacIntyre, Peter D.; Baker, Susan C.; Clement, Richard; Conrod, Sarah – Studies in Second Language Acquisition, 2001
Hypothesized that orientations toward language learning (L2) as well as social support would influence students willingness to communicate (WTC) in a second language. Grade 9 L2 students of French immersion participated in the study. Results showed endorsement of all five orientations (travel, job related, friendship with Francophones, personal…
Descriptors: French, Grade 9, Immersion Programs, Learning Motivation
The Role of Gender and Immersion in Communication and Second Language Orientations.
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Baker, Susan C.; MacIntyre, Peter D. – Language Learning, 2003
Examines the nonlinguistic outcomes of an immersion versus a nonimmersion program in Cape Breton. Dependent variables included attitudes toward learning French, orientations for learning, willingness to communicate, communication anxiety, perceived communicative competence, and self-reported frequency of communication in both English a a first…
Descriptors: English (Second Language), Foreign Countries, Language Attitudes, Second Language Instruction
Talking in Order To Learn: Willingness To Communicate and Intensive Language Programs.
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MacIntyre, Peter D.; Baker, Susan C.; Clement, Richard; Donovan, Leslie A. – Canadian Modern Language Review, 2003
Evaluates differences between immersion and non-immersion university-level students' willingness to communicate, communication apprehension, perceived competence, and frequency of communicating . Also examines elements of integrative motivation. Differences between immersion and non-immersion groups are observed in the communication-related…
Descriptors: College Students, Communication Apprehension, English (Second Language), Higher Education
Sex and Age Effects on Willingness To Communicate, Anxiety, Perceived Competence, and L2 Motivation among Junior High School French Immersion Students.
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MacIntyre, Peter D.; Baker, Susan C.; Clement, Richard; Donovan, Leslie A. – Language Learning, 2002
This cross-sectional investigation focused on second language (L2) communication among students in a junior high French late immersion program. Effects of language, sex, and grade on willingness to communicate, anxiety, and perceived communication competence, on frequency of communication in French, and on attitudes and motivation variables were…
Descriptors: Communication Apprehension, Communicative Competence (Languages), Cross Sectional Studies, French
Sex and Age Effects on Willingness To Communicate, Anxiety, Perceived Competence, and L2 Motivation Among Junior High School French Immersion Students.
Peer reviewed Peer reviewed
MacIntyre, Peter D.; Baker, Susan C.; Clement, Richard; Donovan, Leslie A. – Language Learning, 2003
Reports a cross-sectional study of second language communication among students in a junior high French late immersion program. Effects of language, sex, and grade on willingness to communicate (WTC), anxiety, perceived communication competence, and frequency of communication in French and on attitude/motivation variables are examined globally and…
Descriptors: Age Differences, Communication Apprehension, Communicative Competence (Languages), Cross Sectional Studies