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Background languages, learner motivation and self-assessed progress in learning Zulu as an additional language in the UK

Marten, Lutz and Mostert, Carola (2012) 'Background languages, learner motivation and self-assessed progress in learning Zulu as an additional language in the UK.' International Journal of Multilingualism, 9 (1). pp. 101-128.

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Abstract

The paper reports results of a study of beginner-level learners of Zulu in higher education in the UK, focussing on learners’ linguistic background, their motivation and reasons for studying Zulu, and their self-assessed progress at the beginning of the second term of teaching. The study shows that participants typically studied Zulu as an additional or L3 language and often had prior knowledge of three or four background languages, including in many cases prior knowledge of an African language. They studied Zulu for personal, academic and professional reasons and their motivation was integrative as well as instrumental. Many expected to use Zulu professionally, in particular for work or study in South Africa. While learners’ motivation does not interact significantly with self-assessed progress, the study suggests that both a higher number of background languages, and knowledge of an African language structurally similar to Zulu might have positive effects on self-assessed progress.

Item Type: Articles
SOAS Departments & Centres: Faculty of Languages and Cultures > Department of the Languages and Cultures of Africa
Faculty of Languages and Cultures > Department of Linguistics
ISSN: 14790718
DOI (Digital Object Identifier): 10.1080/14790718.2011.614692
Depositing User: Lutz Marten
Date Deposited: 09 Mar 2012 15:01
URI: http://eprints.soas.ac.uk/id/eprint/13223

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