Second Language Learning and Cultural Representations: Beyond Competence and Identity

Abstract

The socio‐contextual model of second language (L2) learning proposes that L2 learning is influenced by aspects of contact with the L2 community, L2 confidence, and identification to both the first language and L2 community ( Clément, 1980 ; Noels & Clément, 1996 ). The present study examines how these aspects are linked to individuals' cultural representations, corresponding to attitudes toward the L2 community ( Sperber, 1996 ). Respondents included Francophone (n= 50) and Anglophone (n= 50) university students with low and high ethnolinguistic vitality, respectively. Path analyses were conducted in order to examine the interrelations between aspects of the socio‐contextual model and cultural representations. These analyses revealed that, for both groups, learning an L2 leads individuals to hold more positive and accepting views of the L2 community. Implications of the findings are discussed with respect to ethnolinguistic vitality, L2 learning, and cultural representations.

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