Silence in Second Language Learning: A Psychoanalytic Reading
(eBook)

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Published
Multilingual Matters, 2004.
Format
eBook
Status
Available Online

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Language
English
ISBN
9781788920407

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APA Citation, 7th Edition (style guide)

Colette A. Granger., & Colette A. Granger|AUTHOR. (2004). Silence in Second Language Learning: A Psychoanalytic Reading . Multilingual Matters.

Chicago / Turabian - Author Date Citation, 17th Edition (style guide)

Colette A. Granger and Colette A. Granger|AUTHOR. 2004. Silence in Second Language Learning: A Psychoanalytic Reading. Multilingual Matters.

Chicago / Turabian - Humanities (Notes and Bibliography) Citation, 17th Edition (style guide)

Colette A. Granger and Colette A. Granger|AUTHOR. Silence in Second Language Learning: A Psychoanalytic Reading Multilingual Matters, 2004.

MLA Citation, 9th Edition (style guide)

Colette A. Granger, and Colette A. Granger|AUTHOR. Silence in Second Language Learning: A Psychoanalytic Reading Multilingual Matters, 2004.

Note! Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy. Citation formats are based on standards as of August 2021.

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Grouped Work ID9958cc01-f4dd-ed63-e9fa-1ba05c7f71da-eng
Full titlesilence in second language learning a psychoanalytic reading
Authorgranger colette a
Grouping Categorybook
Last Update2023-08-03 21:00:44PM
Last Indexed2024-03-29 03:56:34AM

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Last UsedAug 13, 2023

Hoopla Extract Information

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    [synopsis] => Within the complex process of second language acquisition there lies a highly variable component referred to as the silent period, during which some beginning second language learners may not willingly produce the target language. Silence in Second Language Learning claims that the silent period might represent a psychical event, a non-linguistic as well as a linguistic moment in the continuous process of identity formation and re-formation. Colette Granger calls on psychoanalytic concepts of anxiety, ambivalence, conflict and loss, and on language learning narratives, to undertake a theoretical dialogue with the learner as a being engaged in the psychical work of making, and re-making, an identity. Viewed in its entirety, this study takes the form of a kind of triangulation of three elements: the linguistically described phenomenon of the silent period; the psychoanalytically oriented problem of the making of the self; and the real and remembered experiences of individuals who live in the silent space between languages.
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