The Role of Social Support Systems in Adolescent Foreign Language Learning
Ewa Piechurska-Kuciel Institute of English Opole University Abstract In adolescents the main groups of social support are their family, peers and teachers with whom they interact most frequently. They play a buffering role between stress and psychological well-being by helping to cope with advers...
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| Format: | Article |
| Language: | English |
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University of Silesia Press
2017-12-01
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| Series: | Theory and Practice of Second Language Acquisition |
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| Online Access: | https://www.journals.us.edu.pl/index.php/TAPSLA/article/view/5788 |
| _version_ | 1818532774366150656 |
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| author | Ewa Piechurska-Kuciel |
| author_facet | Ewa Piechurska-Kuciel |
| author_sort | Ewa Piechurska-Kuciel |
| collection | DOAJ |
| description |
Ewa Piechurska-Kuciel
Institute of English
Opole University
Abstract
In adolescents the main groups of social support are their family, peers and teachers with whom they interact most frequently. They play a buffering role between stress and psychological well-being by helping to cope with adverse challenges, and by providing social integration. Consequently, it is believed that in the situation of stress caused by the necessity to learn a foreign language (FL) as a compulsory subject, social support can be viewed as an important factor that may positively influence learners’ academic achievement, exposing the role of the perceived availability of significant others’ help in achieving FL success. To date, in spite of the call for research on the general functioning of the language learner as a member of the society, the study on the role of social support in the process of foreign language learning is still scarce. The existing research has tough proved that perceived social support significantly predicts resilience in foreign language learning. The feelings of closeness and support the learners receive from the support network protect them from stressors, and they validate the feelings of self-esteem, competence, and personal control in the face of stressful situations. The three main support groups (parents, teachers and peers) help learners develop their social competence, problem-solving skills, autonomy, and sense of purpose.
Keywords: social support, parental support, teacher support, peer support
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| first_indexed | 2024-12-11T17:49:55Z |
| format | Article |
| id | doaj.art-329f2f3c4d6541ccb9ab0177d4ce4761 |
| institution | Directory Open Access Journal |
| issn | 2450-5455 2451-2125 |
| language | English |
| last_indexed | 2024-12-11T17:49:55Z |
| publishDate | 2017-12-01 |
| publisher | University of Silesia Press |
| record_format | Article |
| series | Theory and Practice of Second Language Acquisition |
| spelling | doaj.art-329f2f3c4d6541ccb9ab0177d4ce47612022-12-22T00:56:15ZengUniversity of Silesia PressTheory and Practice of Second Language Acquisition2450-54552451-21252017-12-0132The Role of Social Support Systems in Adolescent Foreign Language LearningEwa Piechurska-Kuciel0Institute of English Opole University Ewa Piechurska-Kuciel Institute of English Opole University Abstract In adolescents the main groups of social support are their family, peers and teachers with whom they interact most frequently. They play a buffering role between stress and psychological well-being by helping to cope with adverse challenges, and by providing social integration. Consequently, it is believed that in the situation of stress caused by the necessity to learn a foreign language (FL) as a compulsory subject, social support can be viewed as an important factor that may positively influence learners’ academic achievement, exposing the role of the perceived availability of significant others’ help in achieving FL success. To date, in spite of the call for research on the general functioning of the language learner as a member of the society, the study on the role of social support in the process of foreign language learning is still scarce. The existing research has tough proved that perceived social support significantly predicts resilience in foreign language learning. The feelings of closeness and support the learners receive from the support network protect them from stressors, and they validate the feelings of self-esteem, competence, and personal control in the face of stressful situations. The three main support groups (parents, teachers and peers) help learners develop their social competence, problem-solving skills, autonomy, and sense of purpose. Keywords: social support, parental support, teacher support, peer support https://www.journals.us.edu.pl/index.php/TAPSLA/article/view/5788social supportparental supportteacher supportpeer support |
| spellingShingle | Ewa Piechurska-Kuciel The Role of Social Support Systems in Adolescent Foreign Language Learning Theory and Practice of Second Language Acquisition social support parental support teacher support peer support |
| title | The Role of Social Support Systems in Adolescent Foreign Language Learning |
| title_full | The Role of Social Support Systems in Adolescent Foreign Language Learning |
| title_fullStr | The Role of Social Support Systems in Adolescent Foreign Language Learning |
| title_full_unstemmed | The Role of Social Support Systems in Adolescent Foreign Language Learning |
| title_short | The Role of Social Support Systems in Adolescent Foreign Language Learning |
| title_sort | role of social support systems in adolescent foreign language learning |
| topic | social support parental support teacher support peer support |
| url | https://www.journals.us.edu.pl/index.php/TAPSLA/article/view/5788 |
| work_keys_str_mv | AT ewapiechurskakuciel theroleofsocialsupportsystemsinadolescentforeignlanguagelearning AT ewapiechurskakuciel roleofsocialsupportsystemsinadolescentforeignlanguagelearning |