Learning Chinese: Connections and Comparisons in Study Abroad

Learning Contexts

The importance of contexts in language learning has been explored for decades. In 1962, Hymes discussed eight factors that would influence speech events, including: (1) setting; (2) participants; (3) end or purpose; (4) act sequence; (5) key verbal and nonverbal manners; (6) instrumentalities; (7) norms of interaction and interpretation; and (8) genre. Batstone (2002), however, argued that these were external contexts, which referred to the features of the context of the speech event. Batstone (2002) further stressed that context should include one more dimension i.e., (9) the dynamic context. The dynamic context was more related to the language learner’s inner orientation or purpose for learning. In other words, Batstone (2002) suggested that both external environment and learners’ internal purpose for learning should be considered to explain his or her language acquisition.

The effect of context is of increasing importance in understanding second and foreign language acquisition. Scholars took on various lenses to associate language learning with various elements within a given context. For instance, Lantolf and associates contended that language learning occurred as a result of mentorship and social contact with other people (Lantolf, 1994; Lantolf & Appel, 1994). Similarly, Gee (1992) and Atkinson (2002) encouraged SLA researchers to connect language acquisition with experience, cultural knowledge and emotion. Swain and her colleagues (2010) also echoed the value of studying language learning in relation to interlocutors, environment and mediational tools. Sociocultural scholars have done prominent work to argue the importance of including social and cultural contexts in achieving higher-level mental development, especially in SLA and intercultural competence.