Language Acquisition in Study Abroad and Formal Instruction Contexts ( AILA Applied Linguistics Series )

Publication series ： AILA Applied Linguistics Series

Author： Carmen Pérez-Vidal  

Publisher： John Benjamins Publishing Company‎

Publication year： 2014

E-ISBN: 9789027270238

P-ISBN(Paperback): 9789027205315

Subject： H09 Chinese teaching

Language： ENG

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Description

This publication constitutes essential reading for academics, teachers and language policy makers wanting to understand, plan, and implement an educational language program involving learner mobility.
The book provides data and analyses from a long-term program of research on study abroad (the SALA Project), which looked into the short and long-term effects of instructional and mobility contexts on language and cultural development from two perspectives: the participants’ language acquisition development over 2,5 years, and the practitioners’ perspective in relation to the design and implementation of a mobility program. The book is innovative in the longitudinal data it offers, the light it sheds on (i) an array of language skills, both productive and receptive, oral and written, tapping into phonology, lexis, grammar and discourse, (ii) the role of individual differences (including attitudes, motivation, beliefs, and intercultural awareness), and (iii) the insights on the effects of length of stay. In sum, this book represents a welcome addition to previous research on the outcomes of mobility policies to promote L2 learners’ linguistic development and the individual and educational conditions that appear to facilitate success in study abroad programs.

Chapter

Language Acquisition in Study Abroad and Formal Instruction Contexts

Language Acquisition in Study Abroad and Formal Instruction Contexts

Editorial page

Editorial page

Title page

Title page

LCC data

LCC data

Table of contents

Table of contents

Chapter 1. Contributions of study abroad research to our understanding of SLA processes and outcomes

Chapter 1. Contributions of study abroad research to our understanding of SLA processes and outcomes

1. Introduction

1. Introduction

2. The SALA project: A longitudinal approach to the interaction between individual differences and context of learning

2. The SALA project: A longitudinal approach to the interaction between individual differences and context of learning

3. Conclusion

3. Conclusion

Acknowledgements

Acknowledgements

References

References

Part I. The SALA Project. An overview

Part I. The SALA Project. An overview

Chapter 2. Study abroad and formal instruction contrasted

Chapter 2. Study abroad and formal instruction contrasted

1. Introduction

1. Introduction

2. The SALA Project’s general goal

2. The SALA Project’s general goal

3. Theoretical background

3. Theoretical background

3.1 SA and FI contexts and learner features: A framework for analysis

3.1 SA and FI contexts and learner features: A framework for analysis

3.2 Empirical findings on the impact of SA on linguistic progress

3.2 Empirical findings on the impact of SA on linguistic progress

4. The SALA Project: Aims, objectives and research questions

4. The SALA Project: Aims, objectives and research questions

4.1 Objectives

4.1 Objectives

4.2 Research questions

4.2 Research questions

5. Methods: The SALA studies

5. Methods: The SALA studies

5.1 Design

5.1 Design

5.2 Participants

5.2 Participants

5.3 Data collection instruments

5.3 Data collection instruments

5.4 Test validity and reliability

5.4 Test validity and reliability

6. Results

6. Results

7. Discussion and conclusions

7. Discussion and conclusions

Acknowledgements

Acknowledgements

References

References

Appendix I: SALA Individual Linguistic Profile Questionnaire

Appendix I: SALA Individual Linguistic Profile Questionnaire

Chapter 3. The ‘ins and outs’ of a study abroad programme

Chapter 3. The ‘ins and outs’ of a study abroad programme

1. Introduction

1. Introduction

2. The exchange programme: Its philosophy

2. The exchange programme: Its philosophy

3. Pre-departure preparation

3. Pre-departure preparation

4. Length of stay, point in the degree and level of proficiency on enrolment

4. Length of stay, point in the degree and level of proficiency on enrolment

5. Formal teaching component and resulting student workload during SA

5. Formal teaching component and resulting student workload during SA

6. Degree of contact with TL speakers

6. Degree of contact with TL speakers

7. Follow-up and de-briefing

7. Follow-up and de-briefing

8. Concluding assessment

8. Concluding assessment

Acknowledgements

Acknowledgements

References

References

Part II. The SALA Project. Empirical findings

Part II. The SALA Project. Empirical findings

Chapter 4. Oral accuracy growth after formal instruction and study abroad

Chapter 4. Oral accuracy growth after formal instruction and study abroad

1. Introduction

1. Introduction

2. Theoretical background

2. Theoretical background

3. Methods

3. Methods

3.1 Participants

3.1 Participants

3.2 Instruments

3.2 Instruments

3.3 Procedures

3.3 Procedures

3.4 Data analyses

3.4 Data analyses

4. Results

4. Results

4.1 Oral accuracy development

4.1 Oral accuracy development

4.2 Native and non-native speaker accuracy

4.2 Native and non-native speaker accuracy

4.3 Learner pre-departure level and oral accuracy

4.3 Learner pre-departure level and oral accuracy

4.4 SA conditions and accuracy development

4.4 SA conditions and accuracy development

5. Discussion and conclusions

5. Discussion and conclusions

Acknowledgements

Acknowledgements

References

References

Chapter 5. L2 fluency development in formal instruction and study abroad

Chapter 5. L2 fluency development in formal instruction and study abroad

1. Introduction

1. Introduction

2. Theoretical background

2. Theoretical background

2.1 Fluency development in SLA: Defining oral fluency

2.1 Fluency development in SLA: Defining oral fluency

2.2 Fluency research in FI and SA contexts of acquisition

2.2 Fluency research in FI and SA contexts of acquisition

3. Methods

3. Methods

3.1 Participants

3.1 Participants

3.2 Instruments

3.2 Instruments

3.3 Procedures

3.3 Procedures

3.4 Data analyses

3.4 Data analyses

4. Results

4. Results

4.1 Longitudinal development

4.1 Longitudinal development

4.2 Learning context effects

4.2 Learning context effects

4.3 Initial fluency level

4.3 Initial fluency level

4.4 Contact variables

4.4 Contact variables

5. Discussion and conclusions

5. Discussion and conclusions

Acknowledgments

Acknowledgments

References

References

Chapter 6. Phonological development in L2 speech production during study abroad programmes differing in length of stay

Chapter 6. Phonological development in L2 speech production during study abroad programmes differing in length of stay

1. Introduction

1. Introduction

2. Theoretical background

2. Theoretical background

2.1 The phonetic categories under study

2.1 The phonetic categories under study

2.2 L2 phonological acquisition

2.2 L2 phonological acquisition

2.3 Length of stay (LoS)

2.3 Length of stay (LoS)

3. Methods

3. Methods

3.1 Participants

3.1 Participants

3.2 Instruments

3.2 Instruments

3.3 Procedures

3.3 Procedures

3.4 Data analyses

3.4 Data analyses

4. Results

4. Results

4.1 Effect of SA on vowel production

4.1 Effect of SA on vowel production

4.2 Effect of SA on VOT

4.2 Effect of SA on VOT

4.3 Effect of LoS

4.3 Effect of LoS

5. Discussion and conclusions

5. Discussion and conclusions

Acknowledgments

Acknowledgments

References

References

Appendix I – SALA Reading Aloud task

Appendix I – SALA Reading Aloud task

Chapter 7. The role of onset level on L2 perceptual phonological development after formal instruction and study abroad

Chapter 7. The role of onset level on L2 perceptual phonological development after formal instruction and study abroad

1. Introduction

1. Introduction

2. Theoretical background

2. Theoretical background

2.1 Factors in L2 speech acquisition

2.1 Factors in L2 speech acquisition

2.2 L2 speech acquisition in SA contexts

2.2 L2 speech acquisition in SA contexts

3. Methods

3. Methods

3.1 Participants

3.1 Participants

3.2 Instruments

3.2 Instruments

3.3 Procedures

3.3 Procedures

3.4 Data analyses

3.4 Data analyses

4. Results

4. Results

4.1 Native versus non-native speakers’ performance

4.1 Native versus non-native speakers’ performance

4.2 Development of perceptual phonological competence

4.2 Development of perceptual phonological competence

4.3 Individual data analyses

4.3 Individual data analyses

5. Discussion and conclusions

5. Discussion and conclusions

Acknowledgements

Acknowledgements

References

References

Chapter 8. Listening performance and onset level in formal instruction and study abroad

Chapter 8. Listening performance and onset level in formal instruction and study abroad

1. Introduction

1. Introduction

2. Theoretical background

2. Theoretical background

2.1 Listening in S/FLA research

2.1 Listening in S/FLA research

2.2 Listening and SA

2.2 Listening and SA

3. Methods

3. Methods

3.1 Participants

3.1 Participants

3.2 Instruments

3.2 Instruments

3.3 Procedures

3.3 Procedures

3.4 Data analyses

3.4 Data analyses

4. Results

4. Results

4.1 Longitudinal progress in listening over a period of 15 months encompassing FI and SA

4.1 Longitudinal progress in listening over a period of 15 months encompassing FI and SA

4.2 Comparisons between gains during SA and AH

4.2 Comparisons between gains during SA and AH

4.3 Comparisons between NSs and NNSs performance

4.3 Comparisons between NSs and NNSs performance

4.4 Onset level in listening

4.4 Onset level in listening

4.5 Long-term effects: Performance at T4

4.5 Long-term effects: Performance at T4

5. Discussion and conclusions

5. Discussion and conclusions

Acknowledgements

Acknowledgements

References

References

Chapter 9. Comparing progress in academic writing after formal instruction and study abroad

Chapter 9. Comparing progress in academic writing after formal instruction and study abroad

1. Introduction

1. Introduction

2. Theoretical background

2. Theoretical background

2.1 Second language writing ability

2.1 Second language writing ability

2.2 Evaluating L2 writing using measures of complexity, accuracy, and fluency (CAF)

2.2 Evaluating L2 writing using measures of complexity, accuracy, and fluency (CAF)

2.3 Previous research on writing in SA contexts

2.3 Previous research on writing in SA contexts

3. Methods

3. Methods

3.1 Participants

3.1 Participants

3.2 Instruments

3.2 Instruments

3.3 Procedures

3.3 Procedures

3.4 Data analyses

3.4 Data analyses

4. Results

4. Results

4.1 Comparisons between NS and NNS performance

4.1 Comparisons between NS and NNS performance

4.2 Development in writing across FI and SA contexts

4.2 Development in writing across FI and SA contexts

4.3 Long-term retention effects of progress made while abroad

4.3 Long-term retention effects of progress made while abroad

4.4 Differences in gains between FI periods and SA

4.4 Differences in gains between FI periods and SA

5. Discussion and conclusions

5. Discussion and conclusions

Acknowledgements

Acknowledgements

References

References

Chapter 10. English L2 learners’ lexico-grammatical and motivational development at home and abroad

Chapter 10. English L2 learners’ lexico-grammatical and motivational development at home and abroad

1. Introduction

1. Introduction

2. Theoretical background

2. Theoretical background

2.1 The lexico-grammatical continuum

2.1 The lexico-grammatical continuum

2.2 SA and (lexico-) grammatical development

2.2 SA and (lexico-) grammatical development

2.3 Motivation, beliefs and SA

2.3 Motivation, beliefs and SA

3. Methods

3. Methods

3.1 Participants

3.1 Participants

3.2 Instruments

3.2 Instruments

3.3 Procedures

3.3 Procedures

3.4 Data analyses

3.4 Data analyses

4. Results

4. Results

4.1 Lexico-grammatical development in AH and SA contexts

4.1 Lexico-grammatical development in AH and SA contexts

4.2 Long-term effects of SA

4.2 Long-term effects of SA

4.3 Comparison of NNS and NS performance

4.3 Comparison of NNS and NS performance

4.4 Learner motivation and beliefs

4.4 Learner motivation and beliefs

5. Discussion and conclusions

5. Discussion and conclusions

Acknowledgements

Acknowledgements

References

References

Chapter 11. A longitudinal study of learners’ motivation and beliefs in at home and study abroad contexts

Chapter 11. A longitudinal study of learners’ motivation and beliefs in at home and study abroad contexts

1. Introduction

1. Introduction

2. Theoretical background

2. Theoretical background

3. Methods

3. Methods

3.1 Participants

3.1 Participants

3.2 Instruments

3.2 Instruments

3.3 Procedures

3.3 Procedures

3.4 Data analyses

3.4 Data analyses

4. Results

4. Results

4.1 Pre-departure motivation and beliefs

4.1 Pre-departure motivation and beliefs

4.2 Short-term changes after FI and after SA

4.2 Short-term changes after FI and after SA

4.3 Long-term retention effects after study abroad and formal instruction

4.3 Long-term retention effects after study abroad and formal instruction

4.4 Overall longitudinal effects

4.4 Overall longitudinal effects

5. Discussion and conclusions

5. Discussion and conclusions

Acknowledgements

Acknowledgements

References

References

Chapter 12. Contrasting intercultural awareness at home and abroad

Chapter 12. Contrasting intercultural awareness at home and abroad

1. Introduction

1. Introduction

2. Theoretical background

2. Theoretical background

2.1 Intercultural awareness for intercultural communicative competence and SLA

2.1 Intercultural awareness for intercultural communicative competence and SLA

3. Methods

3. Methods

3.1 Participants

3.1 Participants

3.2 Instruments

3.2 Instruments

3.3 Procedures

3.3 Procedures

3.4 Data analyses

3.4 Data analyses

4. Results

4. Results

4.1 Effects of FI and SA on the development of intercultural awareness

4.1 Effects of FI and SA on the development of intercultural awareness

4.2 Short-term versus long-term SA effects (SA retention effects)

4.2 Short-term versus long-term SA effects (SA retention effects)

4.3 Comparison EG versus SCG

4.3 Comparison EG versus SCG

5. Discussion and conclusions

5. Discussion and conclusions

Acknowledgements

Acknowledgements

References

References

Appendix I: SALA excerpts from written compositions

Appendix I: SALA excerpts from written compositions

Part III. The SALA Project and beyond

Part III. The SALA Project and beyond

Chapter 13. Research on language development during study abroad

Chapter 13. Research on language development during study abroad

1. Introduction

1. Introduction

2. Common findings

2. Common findings

3. The institutional and social context

3. The institutional and social context

4. The linguistic focus

4. The linguistic focus

5. Individual differences

5. Individual differences

6. The quantitative and the qualitative

6. The quantitative and the qualitative

References

References

Index

Index

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