Viewing Literacy Development of Adult Learner Through the Lenses of a Widened Social Context

Zhilong ZHANG

Abstract


Adult learning is one of the major parts in literacy education. Previously, most of the academic researchers had been carried out on the basis of cognitive perspective. It is necessary to study adult learners’ literacy and orality in social context. With the aim to investigate the relation between learning literacy and social context, it is found that adult learners are largely situated in the social context. Adults of 25-34, 35-44, and 45-54 age groups are more likely to study literacy, who, however, have few opportunities in writing practice.


Keywords


Adult learning; Literacy; Social context; Cognitive perspective; Educational context; Communicative language teaching

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References


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DOI: http://dx.doi.org/10.3968/13663

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