Grappling with the Oral Skills: The learning processes of the low-educated adult second language and literacy learner

Susanna Strube, Ineke van de Craats, Roeland van Hout

literacy, low-educated, learning processes


This paper focuses on the learning processes in L2 literacy classes in the Netherlands, discussing specifically possible influences of the learning processes during the practice of the oral skills. To achieve a better understanding of the students’ spoken language development, classroom processes of six adult L2 literacy classes were observed during a period of eight months and students were pre- and post-assessed. In comparing the classes, notable differences in gain scores in morphosyntactic features as well as aspects of relevance and coherence in discourse surfaced. In order to explain these differences certain factors were examined in relation to learner characteristics, classroom hours and attendance, and classroom practices. The study initially looked at ten learner and classroom characteristics. Of these, only age of arrival proved to be of any significance. In the area of classroom practices the use of the computer as a support in (vocabulary) learning showed to be of essential significance, particularly in the area of morphosyntax.

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Apples - Journal of Applied Language Studies