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Learning context is set on the terms of the importance of L1 and L2 within the learning context. This later on affects the functional roles and area of use put for L1 and L2.
L2 language is compared across four different language-learning contexts that represent four separate positions on the second language (SL)-foreign language (FL) context range. Findings show that learners most close to the second language end of the range outperform the learners in the three other contexts on most aspects of L2 proficiency investigated. Studies of L2 learning in a wide range of contexts make an important contribution to the understanding of the complexity and richness of the SLA phenomenon.
Identifying and understanding the impact of contextual discrepancy on the L2 learning process depends on the quality of the measurement practices used. According to Norris and Ortega (2009), measure practices in SLA research should capture the fully integrated ecology of complexity, accuracy and fluency (CAF) development in specific contexts over time. This helps us understand why and how language develops within them or does not develop within them.
There are other factors that promote various types of learning and outcomes not only the context. Factors like the quality of experiences, efforts invested to use the L2 that makes one learning context superior to the other in relation to the L2 development and the nature of the input and output conditions. An instruction has a strong effect and influences the rate of outcome of the L2 acquisition. The main assumption in this study is that the natural/second language/study abroad contexts offer more favorable opportunities for L2 learning which results in higher L2 proficiency and more favorable socio-psychological disposition than foreign language.
The trend from this research is that natural second language contexts are more likely to improve oral fluency, lexical
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