LEADER 03603nam 2200721 a 450 001 9910784013203321 005 20230207225225.0 010 $a1-280-93507-3 010 $a9786610935079 010 $a1-85359-996-4 024 7 $a10.21832/9781853599965 035 $a(CKB)1000000000336989 035 $a(EBL)307307 035 $a(OCoLC)476087454 035 $a(SSID)ssj0000247391 035 $a(PQKBManifestationID)12050436 035 $a(PQKBTitleCode)TC0000247391 035 $a(PQKBWorkID)10195270 035 $a(PQKB)10375221 035 $a(MiAaPQ)EBC307307 035 $a(DE-B1597)506389 035 $a(DE-B1597)9781853599965 035 $a(Au-PeEL)EBL307307 035 $a(CaPaEBR)ebr10189011 035 $a(CaONFJC)MIL93507 035 $a(EXLCZ)991000000000336989 100 $a20070216d2007 uy 0 101 0 $aeng 135 $aurnn#---|u||u 181 $ctxt 182 $cc 183 $acr 200 10$aSocial context and fluency in L2 learners$b[electronic resource] $ethe case of Wales /$fLynda Pritchard Newcombe 210 $aClevedon, UK ;$aBuffalo, NY $cMultilingual Matters$dc2007 215 $a1 online resource (153 p.) 225 1 $aNew perspectives on language and education 300 $aDescription based upon print version of record. 311 0 $a1-85359-994-8 311 0 $a1-85359-995-6 320 $aIncludes bibliographical references (p. 119-133) and index. 327 $tFront matter --$tContents --$tAcknowledgements --$tGlossary --$tForeword --$t1. Introduction --$t2. Adult Language Learners --$t3. The Learner?s Experience in the Community --$t4. Issues of Culture and Identity --$t5. Anxiety and Lack of Confidence --$t6. Time and Opportunity --$t7. Sustaining Motivation --$t8. Conclusions and Recommendations --$tAppendix A: Instructions to Participants for Journal Writing --$tReferences --$tIndex 330 $aSocial context, an often-neglected dimension in L2 learning/use, can play a vital role in sustaining learners? initial motivation. As researchers have begun to shift their focus from teaching to learners and learner variables, what happens to learners when they practise their new skills in the community, has become an important area of concern. Using data on Welsh learners? experiences outside the classroom, the author argues that, in order to learn a second or foreign language successfully, learners require regular interaction in the target language in a setting in which they feel comfortable. The impact on learners of native speakers? switch to a language of wider communication, their speed of speech, use of dialect and identity issues are explored as are the relevance of practical issues such as time and opportunity and affective factors such as anxiety. 410 0$aNew perspectives on language and education. 606 $aLanguage and languages$xStudy and teaching$xSocial aspects$zWales 606 $aWelsh language$xStudy and teaching$xSocial aspects 610 $aSLA. 610 $aWales. 610 $aWelsh language. 610 $aanxiety. 610 $aidentity. 610 $amotivation. 610 $asocial context. 615 0$aLanguage and languages$xStudy and teaching$xSocial aspects 615 0$aWelsh language$xStudy and teaching$xSocial aspects. 676 $a306.4409429 700 $aNewcombe$b Lynda Pritchard$01543569 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910784013203321 996 $aSocial context and fluency in L2 learners$93797104 997 $aUNINA LEADER 03567nam 22007695 450 001 9910437652103321 005 20251101110035.0 010 $a9783110433463 010 $a311043346X 010 $a9783110435702 010 $a3110435705 024 7 $a10.1515/9783110435702 035 $a(CKB)3710000000455820 035 $a(EBL)2127885 035 $a(SSID)ssj0001561454 035 $a(PQKBManifestationID)16204145 035 $a(PQKBTitleCode)TC0001561454 035 $a(PQKBWorkID)14832793 035 $a(PQKB)10939944 035 $a(MiAaPQ)EBC2127885 035 $a(DE-B1597)455360 035 $a(OCoLC)918622453 035 $a(DE-B1597)9783110435702 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/42439 035 $a(Perlego)1137117 035 $a(oapen)doab42439 035 $a(ODN)ODN0002484479 035 $a(EXLCZ)993710000000455820 100 $a20200723h20152015 fg 101 0 $ager 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aBrauchen wir ein drittes Geschlecht? $eReformbedarf im deutschen (Familien-)Recht nach Einführung des § 22 Abs. 3 PStG /$fTobias Helms 205 $a1st ed. 210 $cDe Gruyter$d2015 210 1$aBerlin ;$aBoston :$cDe Gruyter,$d[2015] 210 4$d©2015 215 $a1 online resource (36 p.) 225 0 $aSchriftenreihe der Juristischen Gesellschaft zu Berlin ;$v193 300 $aDescription based upon print version of record. 311 08$a9783110435719 311 08$a3110435713 311 08$a9783110441819 311 08$a3110441810 327 $tFrontmatter --$tInhalt --$t1. Einleitung --$t2. Personenstandsrechtliche Behandlung von Intersexualität --$t3. Perspektive eines geschlechtsneutralen (Familien?)Rechts? --$t4. Eintragung eines dritten Geschlechts im Personenstandsregister? --$t5. Zusammenfassung --$tSchriftenreihe der Juristischen Gesellschaft zu Berlin 330 $aIm Jahre 2013 wurde in § 22 Abs. 3 PStG klargestellt, dass der Personenstand von Intersexuellen ohne Angabe der Geschlechtszugehörigkeit in das Geburtenregister eingetragen werden kann. Gleichwohl basiert das deutsche Familienrecht weiterhin auf einer binären Geschlechterordnung. Der Vortrag analysiert die Frage, ob ein drittes Geschlecht anzuerkennen ist oder auf das Geschlecht als Kategorie des Familienrechts ganz verzichtet werden sollte. 330 $aIn 2013, § 22, para. 3 of the Civil Status Act (PStG) made clear that the civil status of intersexual persons could be entered in birth records without an indication of gender affiliation. However, German family law is still based on a binary gender hierarchy. The lecture examines whether a third sex should be recognized or if instead, gender should be eliminated altogether as a category in family law. 410 0$aSchriftenreihe der Juristischen Gesellschaft e.V. Berlin ;$vHeft 193. 606 $aGender identity$xResearch 606 $aGender identity$zGermany 606 $aIntersex people$xLegal status, laws, etc 607 $aGermany$2fast 607 $aDeutschland$2gnd 615 0$aGender identity$xResearch. 615 0$aGender identity 615 0$aIntersex people$xLegal status, laws, etc. 676 $a340 686 $aPC 2900$2rvk 700 $aHelms$b Tobias$4aut$4http://id.loc.gov/vocabulary/relators/aut$00 801 0$bDE-B1597 801 1$bDE-B1597 906 $aBOOK 912 $a9910437652103321 996 $aBrauchen wir ein drittes Geschlecht$92181249 997 $aUNINA