Contents

Contributors

Acknowledgements

Introduction

Part 1 Theoretical Underpinnings of Intensive Learning

1 Is Intensive Learning Effective? Reflecting on the Results from Cognitive Psychology and the Second Language Acquisition Literature

Part 2 Intensive Instruction

2 Intensive L2 Instruction in Canada: Why not Immersion?

3 Closing the Gap: Intensity and Proficiency

4 When Comprehensible Input is not Comprehensive Input: A Multi-dimensional Analysis of Instructional Input in Intensive English as a Foreign Language

5 What Language is Promoted in Intensive Programs? Analyzing Language Generated from Oral Assessment Tasks

6 Time and Amount of L2 Contact Inside and Outside the School – Insights from the European Schools

Part 3 Learners’ Perceptions and Intensive Exposure

7 The Significance of Intensive Exposure as a Turning Point in Learners’ Histories

8 Change or Stability in Learners’ Perceptions as a Result of Study Abroad

Part 4 Naturalistic Immersion

9 The Impact of Study Abroad and Age on Second Language Accuracy Development

10 Oral and Written Development in Formal Instruction and Study Abroad: Differential Effects of Learning Context

11 Differences in L2 Segmental Perception: The Effects of Age and L2 Learning Experience

Index