Norwegian teenagers’ experiences of developing second language fluency in an outdoor context

References

• Allen, H. W., & Herron, C. (2003). A mixed-methodology investigation of the linguistic and affective outcomes of summer study abroad. Foreign Language Annals, 36(3), 370–385.
   Web of Science ®Google Scholar
• Beames, S., & Ross, H. (2010). Journeys outside the classroom. Journal of Adventure Education & Outdoor Learning, 10(2), 95–109.
   Google Scholar
• Bølling, M., Otte, C. R., Elsborg, P., Nielsen, G., & Bentsen, P. (2018). The association between education outside the classroom and students’ school motivation: Results from a one-school-year quasi-experiment. International Journal of Educational Research, 89, 22–35.
   Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
   Google Scholar
• Canale, M., & Swain, M. (1980). Theoretical bases of communivcative approaches to second language teaching and testing. Applied Linguistics, 1, 1–47.
   Google Scholar
• Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process. London: Sage.
   Google Scholar
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
   Google Scholar
• DeKeyser, R. (2012). Cognitive bases of second language fluency. norman segalowitz. london: routledge, 2010. pp. xvii + 220. Studies in Second Language Acquisition, 34(1), 158-160. doi:https://doi.org/10.1017/S0272263111000544
   Google Scholar
• Derwing, T. M. (2017). L2 fluency development. In S. Loewen & M. Sato (Eds.), The routledge handbook of instructed second language acquisition (pp. 246–259). New York, NY: Routledge.
   Google Scholar
• Dettweiler, U., Becker, C., Auestad, B. H., Simon, P., & Kirsch, P. (2017). Stress in school. Some empirical hints on the circadian cortisol rhythm of children in outdoor and indoor classes. International Journal of Environmental Research and Public Health, 14(5), 475.
   Web of Science ®Google Scholar
• Dettweiler, U., Unlu, A., Lauterbach, G., Becker, C., & Gschrey, B. (2015). Investigating the motivational behaviour of pupils during outdoor science teaching within self-determination theory. Frontiers in Psychology, 6. doi:https://doi.org/10.3389/fpsyg.2015.00125
   Google Scholar
• Dewaele, J.-M. (2002). Psychological and sociodemographic correlates of communicative anxiety in L2 and L3 production. International Journal of Bilingualism, 6(1), 23–38.
   Google Scholar
• Dismore, H., & Bailey, R. (2005). “If only”: Outdoor and adventurous activities and generalised academic development. Journal of Adventure Education & Outdoor Learning, 5(1), 9–19.
   Google Scholar
• Elkhafaifi, H. (2008). Listening comprehension and anxiety in the arabic language classroom. The Modern Language, 89(2), 206–220.
   Google Scholar
• Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford: Oxford University Press.
   Google Scholar
• Fägerstam, E. (2014). High school teachers’ experience of the educational potential of outdoor teaching and learning. Journal of Adventure Education & Outdoor Learning, 14(1), 56–81.
   Google Scholar
• Fägerstam, E., & Blom, J. (2013). Learning biology and mathematics outdoors: Effects and attitudes in a Swedish high school context. Journal of Adventure Education & Outdoor Learning, 13(1), 56–75.
   Google Scholar
• Fägerstam, E., & Grothérus, A. (2018). Secondary school students’ experience of outdoor learning: A Swedish case study. Education, 138(4), 378–392.
   Google Scholar
• Fägerstam, E., & Samuelsson, J. (2014). Learning arithmetic outdoors in junior high school - influence on performance and self-regulating skills. Education 3-13, 42(4), 419–431.
   Google Scholar
• Fiskum, T. A. (2014). Uteområdet til inspirasjon og motivasjon for allsidig aktivitet [The outdoors as inspiration and motivation for varied activities]. In T. A. Fiskum & J. A. Husby (Eds.), Uteskoledidaktikk (pp. 70–80). Oslo: Cappelen Damm akademisk.
   Google Scholar
• Fiskum, T. A., & Jacobsen, K. (2012a). Individual differences and possible effects from outdoor education: Long time and short time benefits. World Journal of Education, 2(4). doi:https://doi.org/10.5430/wje.v2n4p20
   Google Scholar
• Fiskum, T. A., & Jacobsen, K. (2012b). Relation between the school environment and the children’s behaviour. The Open Education Journal, 5(1), 39–51.
   Google Scholar
• Fiskum, T. A., & Jacobsen, K. (2015). Children with reading disabilities and outdoor education. International Education Research, 3(4), 1–15.
   Google Scholar
• Freed, B., Segalowitz, N., & Dewey, D. (2004). Context of learning and second language fluency in French: Comparing regular classroom, study abroad, and intensive domestic immersion programs. Studies in Second Language Acquisition, 26, 275–301.
   Web of Science ®Google Scholar
• Gardner, R. C., & MacIntyre, P. D. (1993). On the measurement of affective variables in second language learning. Language Learning, 43(2), 157–194.
   Web of Science ®Google Scholar
• Gibson, J. J. (1986). The ecological approach to visual perception. Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• Gregersen, T. (2003). To err is human: A reminder to teachers of language-anxious students. Foreign Language Annals, 36(1), 25–32.
   Web of Science ®Google Scholar
• Harris, F. (2017). The nature of learning at forest school: Practitioners’ perspectives. Education 3-13, 45(2), 272–291.
   Web of Science ®Google Scholar
• Hartmeyer, R., & Mygind, E. (2016). A retrospective study of social relations in a Danish primary school class taught in “udeskole”. Journal of Adventure Education and Outdoor Learning, 16(1), 78–89.
   Web of Science ®Google Scholar
• Heft, H. (1988). Affordances of children’s environments: A functional approach to environmental description. Children’s Environments Quarterly, 5(3), 29–37.
   Google Scholar
• Horwitz, E. K. (1996). Even teachers get the blues: Recognizing and alleviating language teachers’ feelings of foreign language anxiety. Foreign Language Annals, 29(3), 365–372.
   Web of Science ®Google Scholar
• Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154–167.
   Web of Science ®Google Scholar
• Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125–132.
   Web of Science ®Google Scholar
• Housen, A., & Kuiken, F. (2009). Complexity, accuracy and fluency (CAF) in second language acquisition research [Special Issue]. Applied Linguistics, 30(4), 461–601.
   Web of Science ®Google Scholar
• Hymes, D. H. (1972). On communicative competence. Great Britain: Penguin Books.
   Google Scholar
• Jordet, A. N. (1998). Nærmiljøet som klasserom: Uteskole i teori og praksis [The nearby surroundings as classroom: Outdoor education in theory and practice]. Oslo: Cappelen akademisk forl.
   Google Scholar
• Kleinmann, H. (1977). Avoidance behavior in adult second language acquisition. Language Learning, 27, 93–107.
   Web of Science ®Google Scholar
• Kyttä, M. (2002). Affordances of children’s environments in the context of cities, small towns, suburbs and rural villages in Finland and Belarus. Journal of Environmental Psychology, 22(1–2), 109–123.
   Web of Science ®Google Scholar
• Kyttä, M. (2004). The extent of children’s independent mobility and the number of actualized affordances as criteria for child-friendly environments. Journal of Environmental Psychology, 24(2), 179–198.
   Web of Science ®Google Scholar
• Littlewood, W. (2014). Communication-oriented language teaching: Where are we now? Where do we go from here? Language Teaching, 47(3), 349–362.
   Web of Science ®Google Scholar
• Long, M. H., & Porter, P. A. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19(2), 207–228.
   Web of Science ®Google Scholar
• MacIntyre, P. D. (2007). Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. Modern Language Journal, 91(4), 564–576.
   Web of Science ®Google Scholar
• MacIntyre, P. D., Baker, S. C., Clement, R., & Donovan, L. A. (2003). Talking in order to learn: Willingness to communicate and intensive language programs. Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes, 59(4), 589–607.
   Web of Science ®Google Scholar
• MacIntyre, P. D., Dörnyei, Z., Clement, R., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Kournal, 82(4), 545–562.
   Web of Science ®Google Scholar
• Mygind, E. (2014). Udeskole - hvad ved vi? [Outdoor education - What do we know?]. Retrieved from http://www.skoven-i-skolen.dk/l%C3%A6ring/udeskole-hvor-st%C3%A5r-forskningen
   Google Scholar
• Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328–346.
   Web of Science ®Google Scholar
• Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
   Google Scholar
• Nicol, R. (2002). Outdoor environmental education in the United Kingdom: A conceptual framework of epistemological diversity and its educational implications. Canadian Journal of Environmental Education, 7(2), 207–223.
   Google Scholar
• Norwegian National Research Ethics Committees. (2014). General guidelines for research ethics. Retrieved from https://www.etikkom.no/en/ethical-guidelines-for-research/general-guidelines-for-research-ethics/
   Google Scholar
• Nundy, S. (2001). Raising achievement through the environment: The case for fieldwork and field centres. Walsall: NAFSO.
   Google Scholar
• Oxford, R. (1999). Anxiety and the language learner: New insights. In A. Jane (Ed.), Affect in language learning (pp. 58–67). Cambridge: Cambridge University Press.
   Google Scholar
• Rennstam, J., & Wästerfors, D. (2015). Från stoff till studie: Om analysarbete i kvalitativ forskning [From material to study: On analysis in qualitative research]. Lund: Studentlitteratur.
   Google Scholar
• Richards, J. C. (2006). Communicative language teaching today. New York, NY: Cambridge University Press.
   Google Scholar
• Richards, J. C. (2015). The changing face of language learning: Learning beyond the classroom. RELC Journal: A Journal of Language Teaching and Research, 46(1), 5–22.
   Google Scholar
• Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2004). A review of research on outdoor learning. Shrewsbury: National Foundation for Educational Research and King’s College London.
   Google Scholar
• Savignon, S. J. (1983). Communicative competence: Theory and classroom practice. Reading, MA: Addison‐Wesley.
   Google Scholar
• Savignon, S. J. (2002). Communicative language teaching: Linguistic theory and classroom practice. In S. J. Savignon (Ed.), Interpreting communicative language teaching (pp. 12–39). New Haven: Yale University Press.
   Google Scholar
• Segalowitz, N. (2010). The cognitive basis of second language fluency. New York, NY: Routledge.
   Google Scholar
• Skaugen, R., & Fiskum, T. A. (2015). How schools with good academic results justify their use of outdoor education. International Education Research, 3(4), 16–31.
   Google Scholar
• Steinberg, F. S., & Horwitz, E. K. (1986). The effect of induced anxiety on the denotative and interpretative content of second language speech. TESOL Quarterly, 20, 131–136.
   Web of Science ®Google Scholar
• Tavakoli, P. (2011). Pausing patterns: Differences between L2 learners and native speakers. Elt Journal, 65(1), 71–79. Retrieved from <Go to ISI>://WOS:000286772200009 doi:https://doi.org/10.1093/elt/ccq020
   Web of Science ®Google Scholar
• Tavakoli, P., & Hunter, A.-M. (2017). Is fluency being ‘neglected’ in the classroom?: Teacher understanding of fluency and related classroom practices. Language Teaching Research, 136216881770846. doi:https://doi.org/10.1177/1362168817708462
   Google Scholar
• Wertz, F. J. (2011). Five ways of doing qualitative analysis: Phenomenological psychology, grounded theory, discourse analysis, narrative research and intuitive inquiry. New York, NY: Guilford Press.
   Google Scholar
• Willis, J. (1996). A framework for task-based learning. Harlow: Longman.
   Google Scholar
• Wood, D. (2006). Uses and functions of formulaic sequences in second-language speech: An exploration of the foundations of fluency. Canadian Modern Language Review, 63(1), 13–33. Retrieved from
   Web of Science ®Google Scholar
• Wood, D. (2010). Formulaic language and second language speech fluency: Background, evidence and classroom applications. London: Continuum.
   Google Scholar
• Young, D. (1990). An investigation of studets’ perspectives on anxiety and speaking. Foreign Language Annals, 23(6), 539–553.
   Web of Science ®Google Scholar
• Young, D. (1999). Affect in foreign language and second language learning: A practical guide to creating a low anxiety classroom atmosphere. Boston: McGraw- Hill.
   Google Scholar