Accent stigmatization as a moderator of the relationship between perceived L2 proficiency and L2 use anxiety

By integrating the social context model of L2 acquisition with the pyramid model of willingness to communicate in L2, this study examined aspects of the psychological process underlying willingness to communicate (WTC) in Slovak among young Hungarian speakers in Southern Slovakia. The data was collected among Hungarian-speaking secondary school students (N = 310). The results indicated that frequent and pleasant contact with Slovak speakers was related to higher proficiency in Slovak and lower anxiety to use Slovak, and these increased the willingness to communicate in Slovak. However, it was also demonstrated that accent stigmatization moderated the relationship between perceived L2 proficiency and L2 use anxiety. Anxiety was more closely related to proficiency among those who perceived less accent stigmatization than among those who perceived more stigma because of their Hungarian accent. The theoretical implications of these findings for the role of the intergroup context in developing accent stigmatization, and the link between accent stigmatization, L2 use anxiety and willingness to communicate in the majority language are discussed.Peer reviewe

Online contact, face-to-face contact and multilingualism : Young Swedish-speaking Finns develop trilingual identities

Based on the tenets of the social context model of second language acquisition, the present article examined the combined effect of online and face-to-face contact in developing multilingual skills and identities among young Swedish-speaking Finns (N = 304). The hypotheses were tested for Finnish as a second language and English as a third language using parallel models. The results were largely identical for both languages. Specifically, online contact enhanced language confidence which, in turn, contributed to language identity. However, online contact had a more substantial effect on confidence as well as identity among those who had little face-to-face contact with speakers of the given language. Findings and their implications are discussed.Peer reviewe

Trilingual internet use, Identity and Acculturation among Young Minority Language Speakers : Some Data from Transylvania and Finland

Abstract. The purpose of the present paper is to explore the dynamics of trilingual Internet use and its relation to minority language identity and acculturation among young Swedish speakers in Finland (N = 201) and Hungarian speakers in Transylvania (N = 388). Typically, a feature of linguistic minorities, trilingualism, provides speakers with the competence to move outside their original cultural realm, a feature that is rewarding at an individual level but may form a threat to the minority language culture. The results indicate in both contexts an extensive use of English alongside the minority language and a restricted amount of use of the majority language on the Internet. Majority language and English-language Internet use are strongly related to acculturation towards majority language speakers and English speakers in both contexts. Majority-language Internet use is significantly and negatively associated with minority language identity among participants in Transylvania but not among participants in Finland. Most interestingly, however, English-language Internet use is significantly and negatively related to minority language identity in both contexts. The findings and their theoretical implications are discussed.Peer reviewe

Positive and negative emotions in motivation for second language learning

Peer reviewe

The virtuous cycle : the reinforcing relationship between L2 attitudes and L2 use among young Italian-speaking South-Tyrolese

Aims and Objectives: The aim of the present study is to address the reciprocal relationship between L2 attitudes and L2 use in a bilingual setting among teenaged L2 learners. Whereas several scholars suggested that L2 attitudes and L2 use mutually facilitate each other, empirical studies have traditionally assessed the relationship between L2 attitudes and L2 use from one direction. Design/Methodology: We propose a complex model that integrates concepts tied to the larger social context surrounding formal L2 teaching, such as attitudes towards L2 speakers and L2 use outside the school, with concepts that are more closely associated with formal L2 teaching, such as L2 motivation and L2 competence. In addition, acknowledging that peers' opinion is a salient issue for teenagers, we also included L2 related peer norms into the model we propose. Based on earlier research we developed six hypotheses regarding the relationships between the theoretical concepts. Self-report questionnaire data were collected among students in Italian language secondary schools in South Tyrol (N = 315). The questionnaire included items from well-established and validated measurement instruments. We tested the proposed model with non-recursive path modelling. Findings/Conclusions: All the hypotheses were substantiated by the data. We found that both L2 attitudes and L2 related peer norms predicted L2 motivation. In addition, a significant interaction emerged between L2 attitudes and peer norms. L2 motivation predicted L2 competence which in turn predicted L2 use. Finally, the results have provided evidence of a reinforcement process, namely, that L2 use can contribute to positive intergroup attitudes. Originality: To the best of our knowledge, the present paper is the first that utilized non-recursive path modelling in exploring patterns of bilingualism. Significance/Implications: In bilingual settings, L2 use can promote better L2 attitudes. Positive peer norms regarding L2 can counterbalance the effect of negative attitudes on second language acquisition.Peer reviewe