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This book examines the role of affective variables in the process of learning a minority language. It presents a comprehensive account of how adult learners’ attitude, motivation and identity are related to their awareness of, and commitment to, different dialects and varieties as target speech models. These issues are examined in the context of Irish, a minority language which does not have a standard spoken variety and where the vast majority of learners have no regular contact with native speakers. Using a mixed methods research approach, this study explores the relationships that exist between, on the one hand, learners’ attitudes towards the three main traditional dialects of Irish and non-traditional second language varieties, and on the other, their motivation and self-concept as second language learners.
Written in a highly readable style, this book details the findings of an in-depth and timely study among adult language learners, investigating the role of motivation, language attitudes and linguistic identities in determining levels of acquisition of (varieties of) the Irish language. The book constitutes a valuable resource for researchers, teachers and students interested in second language acquisition, bilingualism and sociolinguistics.
Offering new insights into language attitudes in a minority language context, this volume makes a timely contribution to our understanding of the self-concept of adult language learners from an affective perspective. Flynn not only provides readers with a robust empirical account of learner attitudes within the Irish language context, but also sheds light on the challenge of language learning through the lifespan.
This is a remarkable ‘one-stop-shop’ for researchers and practitioners working in the general area of second language teaching and learning; full of stimulating ideas, enlightening insights and valuable references. This book breaks new ground in research on the learning of an L2 as a minority language and is a ‘must’ for all researchers, curriculum designers and teachers working in the area of adult second language learning.
In addition to the chapters dealing with methodology and results, Flynn also provides useful background information, reviewing the history of the decline of Irish, the growth of English dominance, the emergence of regional dialects, and national attempts at Irish revitalisation [...] There is a concise and historically informed review of second-language acquisition research on attitude, motivation and identity.
— Catherine L. Caldwell-Harris, Boston University, USA
Flynn has provided a fascinating way into thinking about why adult learners choose one variety or another as he explores what motivates adult learners of minority languages. As such, [the book] provides a useful case study investigating adult learners’ attitudes which could be applied to other minority language contexts.
— Rachel O’Neill, University of Edinburgh, UK
Flynn sets out an interesting study to examine SLA of adult learners, examining a range of factors that are influencing the participants in achieving their targeted aims [...] Flynn’s study plays a significant role in informing us how attitudes and motivations are crucial elements in realising an adult learner’s linguistic goals.
Flynn has provided the field with an impressive and in-depth study of adult language learner seeking to acquire the Irish heritage language. This is a must-read book for researchers, educators, and students in the field of SLA and bilingualism. For those seeking to enhance their understanding of language learning in diverse contexts, this book provides valuable insight into language attitudes regarding native and non-native varieties, which encompasses learners’ awareness of such variants and aspirations toward native models.
— Sergio Loza, University of Oregon, USA and Valeria Ochoa, Arizona State University, USA
Colin J. Flynn is Assistant Professor in Applied Linguistics at Trinity College Dublin, Ireland.
Introduction
Chapter 1. The Irish Language and Adult Learners of Irish
Chapter 2. The Native Speaker and Target Models in Second Language Acquisition
Chapter 3. Attitude, Motivation and Identity in Second Language Learning
Chapter 4. Research Methodology
Chapter 5. Stage I: Irish Language Questionnaire for Adult Learners
Chapter 6. Stage II: Speaker Evaluation Exercise
Chapter 7. Stage III: Semi-structured Interviews
Chapter 8. Discussion and Conclusions