Chinese students perspectives on their social, cognitive, and linguistic investment in English medium interaction

Journal of Asian Pacific Communication

Volumn 18, Issue 1, 2008, Pages 3-8

  Arkoudis, Sophie ^a   Davison, Chris ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 43949112998     PISSN: 09576851     EISSN: 15699838     Source Type: Journal    
DOI: 10.1075/japc.18.1.01ark     Document Type: Article

References (9)

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3. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
4. Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow: Pearson Education Limited.
5. Norton, B. (2001) Non-participation, imagined communities, and the language classroom. In M. Breen, (Ed.) Learner contributions to language learning: New directions in research. Harlow, England: Pearson Education, 159-171.
6. Norton Peirce, B. (1995). Social identity, investment and language learning. TESOL Quarterly, 29, (1), 9-31.
7. Pavlenko, A. (2000). Access to linguistic resources: Key variable in second language learning. Estudios de Sociolinguistica, 1, 85-105.
8. Pavlenko, A., & Norton, B. (2007). Identity, language learning and imagined communities. In J. Cummins & C Davison (Eds.), International handbook of education: English language teaching, (Vol. 2) (pp. 669-680). Norwell, MA: Springer.
9. Wenger, E. (1998). Communities of practice. Cambridge: Cambridge University Press.