ABSTRACT

Language learners of Kven participated in informal learning settings using the Master Apprentice method, a method often used in language revitalization. The use of this method is studied in the light of sociocultural theory of language learning, which focuses on the relationship between collaborative learning and learner autonomy. The students of Kven improved their oral proficiency when using the language with the mentors in informal conversations. The informal learning setting increased learner autonomy among the participants because they exercised learner agency and used language learning strategies. Language learning takes place not only cognitively, but also emotionally. Anxiety can discourage learners from using language; self confidence influences the courage to speak. The MA method helped learners to master their negative feelings, and to lower anxiety. Positive feedback helped them take initiative for the use of the Kven language independently after first practising it with their mentor. However, beliefs about language learning seemed to guide the choice of learning activities. Practical activities, which are usually included in the use of the MA method, were not included, even though they would probably have influenced language learning in a positive way.

摘要

Kven 的语言学习者使用 Master Apprentice 方法参与非正式的学习环境，这是一种常用于语言振兴的方法。这种方法的使用是根据语言学习的社会文化理论研究的，该理论侧重于协作学习与学习者自主性之间的关系。在与导师进​​行非正式对话时，Kven 的学生提高了他们的口语能力。非正式学习环境增加了参与者的学习者自主权，因为他们锻炼了学习者的能动性并使用了语言学习策略。语言学习不仅发生在认知上，还发生在情感上。焦虑会阻碍学习者使用语言；自信影响说话的勇气。MA方法帮助学习者掌握他们的消极情绪，并降低焦虑。积极的反馈帮助他们在第一次与导师练习后主动独立使用 Kven 语言。然而，关于语言学习的信念似乎指导着学习活动的选择。实践活动通常包含在 MA 方法的使用中，但没有包括在内，即使它们可能会以积极的方式影响语言学习。