L2 Learning Environment in a Foreign Language Learning Setting: What Lies Beneath it?
DOI:
https://doi.org/10.28914/Atlantis-2025-47.1.11Keywords:
in-class exposure (IcE), L2 as the language of instruction (L2LoI) , L2 learning context (L2LC) , L2 learning environment (L2LE) , out of-class exposure (OcE)Abstract
L2 learning environment (L2LE) is a complex construct that very likely influences learners’ attitudes to L2 and L2 learning, thus consequently making an impact on their linguistic behaviour. The ECPS model of L2 learning attitude formation proposes that educational, cultural, personality and social dimensions play an important role in L2 attitude formation. The educational dimension encompasses language-related factors, the componential structure of which we set out to test empirically in an English as a foreign language setting. The main objective was to determine the underlying dimensions of the L2LE theoretical construct. The sample comprised N=113 students, aged from 16 to 18, evenly distributed across two educational profiles (philology group and general group). To collect the data, we administered a test battery to measure the hypothesised components of the construct. The main finding, obtained via factor analysis, is that the L2 learning context (English lessons, teacher/teaching methods, textbooks, rapport) and exposure to L2 (in-class and out-of-class exposure, L2 as the language of instruction) constitute one factor (L2LE), together explaining 70.86% of the variance. Higher-order factor analysis did not show L2 learning background (L2LB) to be an integral part of the construct, most likely due to a narrow range of scores. To conclude, further research is needed to test the role of L2LB, as well as a potential link between L2LE and L2 attitudes to learning English.
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