Relevant bibliographies by topics / L2 Culture

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'L2 Culture'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "L2 Culture"

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Parry, Kate. "Culture, Literacy, and L2 Reading." TESOL Quarterly 30, no. 4 (1996): 665. http://dx.doi.org/10.2307/3587929.

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Nicoletti, Giovanni, Marco Saler, Marco Mario Tresoldi, Angela Faga, Mattia Benedet, and Mario Cristofolini. "Regenerative effects of spring water-derived bacterial lysates on human skin fibroblast in in vitro culture: preliminary results." Journal of International Medical Research 47, no. 11 (2019): 5777–86. http://dx.doi.org/10.1177/0300060519880371.

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Objective: Previous studies have shown regenerative power of the skin with Comano (Trento, Italy) spring water and resident non-pathogenic microflora. This study investigated the action of bacterial lysates that were isolated from Comano spring water on in vitro culture of human skin fibroblasts. Methods: For this study, we selected the following four bacterial lysates: L1 (closest relative: Rudaea cellulosilytica), L2 (closest relative: Mesorhizobium erdmanii), L3 (closest relative: Herbiconiux ginsengi), and L4 (closest relative: Fictibacillus phosphorivorans). Human fibroblasts were culture
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Lin, Wen Yue, Lay Hoon Ang, Mei Yuit Chan, and Shamala Paramasivam. "Analysing Cultural Elements in L2 Mandarin Textbooks for Malaysian Learners." Journal of Language and Education 6, no. 4 (2020): 121–37. http://dx.doi.org/10.17323/jle.2020.10332.

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Culture is an important aspect of foreign or second language education as the teaching of foreign languages straddles two languages, the learner’s first language and the target/foreign language, and the different cultures associated with them. Textbooks for the teaching of foreign languages must inevitably orient to cultural elements from at least two cultural practices and environments. In this study, cultural elements in four Mandarin as a second language textbooks written by Malaysian authors were examined using content analysis. The conception of cultural elements proposed by Zhang and Che
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Seibert Hanson, Aroline E., and Melisa Dracos. "The digital dilemma." Study Abroad Research in Second Language Acquisition and International Education 4, no. 2 (2019): 224–51. http://dx.doi.org/10.1075/sar.18003.sei.

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Abstract The study abroad (SA) experience now involves increased learner access via technology to the home (in the L1) and to the host culture (in the L2). L1 technology use could detract from host culture integration and language learning by allowing SA participants to remain immersed in the L1, while L2 technology use could aid in host culture integration by connecting participants to L2 speakers. Given this, it is urgent to determine the nature of the impact of L1 and L2 technology use abroad on motivation, language gains, and host culture integration. In the present study, we analyzed dail
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Aldera, Abdullah Saad. "Teaching EFL in Saudi Arabian Context: Textbooks and Culture." Journal of Language Teaching and Research 8, no. 2 (2017): 221. http://dx.doi.org/10.17507/jltr.0802.03.

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This article analysed the impact of foreign (L2) cultures on EFL students in Saudi universities. The investigation has been carried out on the basis of theoretical background study, an analysis of the prescribed textbooks and a survey of the L2 learners' attitudes. The research samples include two course books, Access and Interaction1 published by McGraw-Hill Education, and students of English Department, Najran University, KSA. A thorough analysis of the contents of the series showed that the textbooks largely ignore local culture (L1) and include mainly foreign cultures and cultures of other
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Fernández Amaya, Lucía. "Teaching culture: is it possible to avoid pragmatic failure?" Revista Alicantina de Estudios Ingleses, no. 21 (November 15, 2008): 11. http://dx.doi.org/10.14198/raei.2008.21.02.

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The main purpose of learning a second language is communication. Nevertheless, many students are surprised when they realise that, in spite of having a perfect dominion of the L2 grammar rules, they have difficulties at interpersonal level when establishing a conversation with native speakers. Thus, pragmatics constitutes a fundamental element of language ability for L2 learners. However, L2 teachers often overlook pragmatics, due to the difficulty of its teaching, and instead focus on the grammatical aspects of language. The resulting lack of pragmatic competence on the part of L2 students ca
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Clark, M. Diane, and Chong Min Lee. "Culture in L2/Ln Sign Language Pedagogy." Creative Education 09, no. 13 (2018): 1897–909. http://dx.doi.org/10.4236/ce.2018.913139.

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Matsuki, Eriko, Yasushi Hino, and Debra Jared. "Understanding semantic accents in Japanese–English bilinguals: A feature-based approach." Bilingualism: Language and Cognition 24, no. 1 (2020): 137–53. http://dx.doi.org/10.1017/s1366728920000322.

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AbstractA bilingual exhibits a “semantic accent” when they comprehend or use a word in one language in a way that is influenced by its translation. Semantic accents are well-captured by feature-based models: however, few studies have specifically examined the processing of features that contribute to a semantic accent. Japanese–English bilinguals and monolinguals of each language completed three feature-based tasks focusing on culture-specific semantic features. Bilinguals exhibited semantic accents in L1 and L2 in that they had stronger associations than monolinguals between the features spec
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Flowerdew, John, and Lindsay Miller. "On the Notion of Culture in L2 Lectures." TESOL Quarterly 29, no. 2 (1995): 345. http://dx.doi.org/10.2307/3587628.

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Martinsen, Rob A., and Scott M. Alvord. "On the relationship between L2 pronunciation and culture." Spanish in Context 9, no. 3 (2012): 443–65. http://dx.doi.org/10.1075/sic.9.3.04mar.

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The purpose of this study is to determine the relationship between students’ cultural sensitivity and changes in their pronunciation while abroad. The relationship between L2 pronunciation in Spanish and cultural sensitivity is explored in the study-abroad context. A significant correlation is discovered between the students’ score on the Inventory of Cross-cultural Sensitivity and improvements in the accuracy of their pronunciation as judged by a panel of native Spanish speakers. This study provides empirical evidence that cultural factors enhance language learning. Implications for teaching
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Dissertations / Theses on the topic "L2 Culture"

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Ahmed, Fasih. "Intercultural competence and L2 Acquisition : contextual parameters and constrastive approaches in L2 Teaching and learning in Pakistan." Nantes, 2013. http://www.theses.fr/2013NANT3007.

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La présente étude analyse le facteur culturel dans l'apprentissage et l'enseignement de l'anglais. Plus précisément, l'étude a mis l'accent sur le facteur par rapport à la culture d'origine des apprenants et la culture de la langue cible. L'étude a utilisé des méthodes qualitatives et quantitatives pour mener l'enquête. Les données ont été recueillies à partir de deux études différentes concernant les apprenants de L2 et les enseignants de L2 respectivement dans l'étude 1 et l'étude 2. Les 275 apprenants de L2 qui ont participé à l'étude provenaient des trois principales Universités au Pakista
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Segida, Larisa. "I-Migrations in cultures and languages." CD Baby, 2012. http://hdl.handle.net/1993/23224.

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In the theoretical and epistemological frameworks of Vygotsky’s cognitive theory and French intellectuals’ written legacy (Cixous, Deleuze, Derrida, Foucault, Kristeva, and Lyotard), the research explores philosophical, psychological, and educational migrations of a second language (L2) learner among cultures and languages in her comprehension and further nativization of an L2 through her comprehension and nativization of the culture of the language. The role of Canadian culture in Canada’s second/additional language education (SLE) is the research focus. In this research, the concept of Can
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Qadir, Abdul. "Exploring the Mental Lexicon of Pakistani L2 Learners : the Role of Culture and L2 Knowledge in Organizing the Mental Lexicon." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8248.

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There are different types of psycholinguistic approaches which attempt to examine the quality and the organization of the human mental lexicon; the word association experiment is one of them. The word association experiment can be used to probe the development of human vocabulary. The current investigation was carried out in order to trace the influence of the cultural background and L2 knowledge on the mental lexicon of the undergraduate Pakistani L2 learners of English. It was hypothesized that the individual‟s culture and knowledge of L2 bear direct relation with their mental lexicon. Influ
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Shishkin, Elena Markovna. "Language Dominance And Culture Dominance: L2 Acquisition, L1 Maintenance, And Culture Identification Among Russian Immigrants In The U.S." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194743.

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This dissertation investigated the extent of L2 (English) acquisition and L1 (Russian) maintenance of two age groups of Russian immigrants in the US and examined the relationship between participants' current language dominance and culture dominance. The study also aimed at enhancing theoretical knowledge about the methodology of assessing language and culture dominance and at establishing which of the measures used here (self-reports of language proficiency, three lexical fluency tests, writing tasks, and a culture questionnaire) are the most accurate and practical for determining the more do
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Eriksson, Jolanta Maria. "L2 – C2? Teaching Culture within the Subject of English in Swedish Upper Secondary School." Thesis, Jönköping University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-1193.

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<p>The essay has been written in order to give a picture of culture teaching within the subject of English in upper secondary schools in Sweden. Although earlier research within this field is still not very extensive, a theoretical framework has been based on the results available and the syllabuses for the subject of English in the upper secondary school. A questionnaire with open question has been used as a tool for collecting data. The main focus is put on analyzing the contents of and ways in which teachers deal with cultural studies, considering the goals in the syllabuses. The results su
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Chu, Hsi-chin Janet. "The effects of culture-specific rhetorical conventions on the L2 reading recall of Chinese students /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/fullcit?p9956815.

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Nogami, Yoko. "Japanese L2 English users second language identities and pragmantic use in relations of power and culture." Thesis, University of Essex, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.542346.

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Ashby, Wendy. "Authoring the German "other": A semiotic,narrative discourse analysis of the culture box in beginning L2 German textbooks." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280250.

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Recent trends in immigration to the German speaking countries have contributed to a new multi-cultural demographic in the "culture boxes" of L2 German textbooks. A close analysis of their content, however, reveals a racist discourse that promotes and reinforces a power-based, hegemonic majority culture at the expense of minorities, as well as materials that reinforce U.S. American cultural values at the expense of German ones by imagining a community of German speakers that meets U.S. national identity needs. Utilizing tools from the fields of semiotics, critical discourse analysis and cultura
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Oliveira, Adelaide Augusta Pereira de. "O desenvolvimento da competência comunicativa intercultural no ensino de inglês como L2." Programa de Pós-Graduação em Letras e Lingüística da UFBA, 2007. http://www.repositorio.ufba.br/ri/handle/ri/11605.

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237f.<br>Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-17T13:28:54Z No. of bitstreams: 1 tese Adelaide de Oliveira.pdf: 3271000 bytes, checksum: 0867463d23e68b8aa5d8bd0b82df0bd8 (MD5)<br>Approved for entry into archive by Alda Lima da Silva(sivalda@ufba.br) on 2013-06-04T17:18:08Z (GMT) No. of bitstreams: 1 tese Adelaide de Oliveira.pdf: 3271000 bytes, checksum: 0867463d23e68b8aa5d8bd0b82df0bd8 (MD5)<br>Made available in DSpace on 2013-06-04T17:18:08Z (GMT). No. of bitstreams: 1 tese Adelaide de Oliveira.pdf: 3271000 bytes, checksum: 0867463d23e68b8aa5d8bd0b82df0bd8 (MD5) Previ
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Utgof, Darja. "The Perception of Lexical Similarities Between L2 English and L3 Swedish." Thesis, Linköping University, Department of Culture and Communication, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15874.

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<p>The present study investigates lexical similarity perceptions by students of Swedish as a foreign language (L3) with a good yet non-native proficiency in English (L2). The general theoretical framework is provided by studies in transfer of learning and its specific instance, transfer in language acquisition.</p><p>It is accepted as true that all previous linguistic knowledge is facilitative in developing proficiency in a new language. However, a frequently reported phenomenon is that students see similarities between two systems in a different way than linguists and theoreticians of educati
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Books on the topic "L2 Culture"

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Sociocultural theory and L2 instructional pragmatics. Multilingual Matters, 2014.

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Kidd, Joshua Alexander. Face and enactment of identities in the L2 classroom. Multilingual Matters, 2016.

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No, they won't "just sound like each other": NNS-NNS negotiated interaction and attention to phonological form on targeted L2 pronunciation tasks. Peter Lang, 2009.

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Sicola, Laura. No, they won't "just sound like each other": NNS-NNS negotiated interaction and attention to phonological form on targeted L2 pronunciation tasks. Peter Lang, 2009.

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Witte, Arnd. Blending spaces: Mediating and assessing intercultural competence in the L2 classroom. De Gruyter Mouton, 2014.

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Massimo, Vedovelli, Massara Stefania, and Giacalone Ramat Anna, eds. Lingue e culture in contatto: L'italiano come L2 per gli arabofoni. Francoangeli, 2001.

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Book chapters on the topic "L2 Culture"

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Duperron, Lucile. "8. The Transition from the Foreign Language to the Study Abroad Classroom: Mediating Writer Culture Shock." In L2 Writing Beyond English, edited by Nur Yiitolu and Melinda Reichelt. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923132-011.

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Haerazi, Zukhairatunniswah Prayati, Lalu Ari Irawan, and Rully May Vikasari. "Developing students' critical thinking skills through culture-based instructional materials in EFL reading and writing courses." In Post Pandemic L2 Pedagogy. Routledge, 2021. http://dx.doi.org/10.1201/9781003199267-17.

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Matsunaga, Sachiko. "Teaching and Learning to Read Kanji as L2: Why Are They Difficult?" In Indigenous Culture, Education and Globalization. Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-48159-2_13.

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Lee, Cynthia. "Chinese Culture, Language, and L1 and L2 Speech Act Production." In Researching and Teaching Second Language Speech Acts in the Chinese Context. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8980-0_3.

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Mystkowska-Wiertelak, Anna, and Agnieszka Pietrzykowska. "The Ideal L2 Self and International Posture in the Polish Educational Context." In Aspects of Culture in Second Language Acquisition and Foreign Language Learning. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20201-8_18.

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Piechurska-Kuciel, Ewa. "Willingness to Communicate in L2 and Self-Perceived Levels of FL Skills in Polish Adolescents." In Aspects of Culture in Second Language Acquisition and Foreign Language Learning. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20201-8_17.

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Gabryś-Barker, Danuta. "Time as Cultural Construct: Some Preliminary Remarks on the Conceptualization of Time in L1 and L2." In Aspects of Culture in Second Language Acquisition and Foreign Language Learning. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20201-8_12.

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Włosowicz, Teresa Maria. "Ways of Expressing Birthday, Christmas and New Year’s and Easter Wishes in L2 and L3: Cross-Cultural Transfer and Interlanguage Pragmatics." In Aspects of Culture in Second Language Acquisition and Foreign Language Learning. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20201-8_16.

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Baran-Łucarz, Małgorzata. "The Mediating Effect of Culture on the Relationship Between FL Self-assessment and L2 Willingness to Communicate: The Polish and Italian EFL Context." In Second Language Learning and Teaching. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67634-6_5.

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Sharifian, Farzad. "3. L1 cultural conceptualisations in L2 learning." In Applied Cultural Linguistics. John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/celcr.7.04sha.

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Conference papers on the topic "L2 Culture"

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Voskresenskaya, Maria S. "CEFR-Related Assessment Practices in Teaching L2 for Workplace Interaction." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.79.

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Yu, Meigen. "Analysis on the Sources of L2 Writing Anxiety*." In 4th International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200316.189.

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Ruxiang Ye. "Discussion on interference from L1 culture to L2 writing &. handling suggestions." In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543360.

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Ye, Ruxiang. "Discussion on Interference from L1 Culture to L2 Writing a. Handling Suggestions." In 2013 Conference on Education Technology and Management Science. Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.6.

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Jabeen, Rubaiyat, and Marie Myers. "AN INQUIRY INTO THE INFLUENCES OF L1 CULTURE ON INTERNATIONAL UNDERGRADUATE STUDENTS’ L2 WRITING IN CANADIAN POST-SECONDARY EDUCATION." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1582.

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Ifan, Lee. "COMPILING WEAK FORMS CHINESE DICTIONARY WITH THE IMPLICATION FOR CHINESE AS L2 TEACHING." In TEACHING THE FOREIGN LANGUAGE OF STUDENTS OF HIGHER AND SECONDARY EDUCATIONAL INSTITUTIONS AT PRESENT STAGE. PROBLEMS OF PRESERVING THE LANGUAGE AND CULTURE OF EVENKS OF RUSSIA AND OROCHONS OF CHINA. Amur State University, 2020. http://dx.doi.org/10.22250/tfl.2020.14.

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Jackson, Jane, Cherry Chan Sin Yu, and Tongle Sun. "Language and (Inter)cultural Socialization in Study Abroad (SA) Contexts." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.17-4.

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Students who participate in a study abroad (SA) program are naturally exposed to new ‘ways of being’ (e.g., unfamiliar linguistic and cultural practices) and as they adjust to the host environment, they may experience acculturative stress and identity confusion (Jackson 2018, 2020). To better understand the challenges facing second language (L2) SA participants, applied linguists in various parts of the world are conducting introspective studies that seek to identify and make sense of factors that can influence L2 socialization and sojourn outcomes (e.g., language proficiency gains, intercultu
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