This book examines the role of affective variables in the process
of learning a minority language. It presents a comprehensive
account of how adult learners' attitude, motivation and identity
are related to their awareness of, and commitment to, different
dialects and varieties as target speech models. These issues are
examined in the context of Irish, a minority language which does
not have a standard spoken variety and where the vast majority of
learners have no regular contact with native speakers. Using a
mixed methods research approach, this study explores the
relationships that exist between, on the one hand, learners'
attitudes towards the three main traditional dialects of Irish and
non-traditional second language varieties, and on the other, their
motivation and self-concept as second language learners.
General
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