Language acquisition in study abroad and formal instruction contexts / edited by Carmen Pérez Vidal.

Format:

Book

Contributor:

Pérez Vidal, Carmen, editor.

Series:

AILA applied linguistics series ; Volume 3.

AILA Applied Linguistics Series, 1875-1113 ; Volume 3

Language:

English

Subjects (All):

Language teachers--Training of.

Language teachers.

Language acquisition--Study and teaching.

Language acquisition.

Language and languages--Study and teaching.

Language and languages.

Foreign study.

Language and culture.

Physical Description:

1 online resource (335 pages).

Edition:

1st ed.

Place of Publication:

Amsterdam, Netherlands ; Philadelphia, Pennsylvania : John Benjamins Publishing Company, 2014.

Language Note:

English

Summary:

This chapter gives a brief overview of the main findings of the Study Abroad literature and situates the SALA Project against that background. It then provides suggestions for further research on some of the main issues that remain to be resolved: how do variables such as the social context of the Study Abroad experience or the researcher's focus on specific aspects of language help explain what appears contradictory in the literature so far, how can we get a better grip on individual differences, and how can quantitative and qualitative research methodologies be integrated better to answer these questions?.

Contents:

Language Acquisition in Study Abroad and Formal Instruction Contexts

Editorial page

Title page

LCC data

Table of contents

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

1. Introduction

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

3. Conclusion

Acknowledgements

References

Part I. The SALA Project. An overview

Chapter 2. Study abroad and formal instruction contrasted

2. The SALA Project's general goal

3. Theoretical background

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

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

4.1 Objectives

4.2 Research questions

5. Methods: The SALA studies

5.1 Design

5.2 Participants

5.3 Data collection instruments

5.4 Test validity and reliability

6. Results

7. Discussion and conclusions

Appendix I: SALA Individual Linguistic Profile Questionnaire

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

2. The exchange programme: Its philosophy

3. Pre-departure preparation

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

5. Formal teaching component and resulting student workload during SA

6. Degree of contact with TL speakers

7. Follow-up and de-briefing

8. Concluding assessment

Part II. The SALA Project. Empirical findings

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

2. Theoretical background

3. Methods

3.1 Participants

3.2 Instruments

3.3 Procedures

3.4 Data analyses

4. Results.

4.1 Oral accuracy development

4.2 Native and non-native speaker accuracy

4.3 Learner pre-departure level and oral accuracy

4.4 SA conditions and accuracy development

5. Discussion and conclusions

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

2.1 Fluency development in SLA: Defining oral fluency

2.2 Fluency research in FI and SA contexts of acquisition

4. Results

4.1 Longitudinal development

4.2 Learning context effects

4.3 Initial fluency level

4.4 Contact variables

Acknowledgments

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

2.1 The phonetic categories under study

2.2 L2 phonological acquisition

2.3 Length of stay (LoS)

4.1 Effect of SA on vowel production

4.2 Effect of SA on VOT

4.3 Effect of LoS

Appendix I - SALA Reading Aloud task

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

2.1 Factors in L2 speech acquisition

2.2 L2 speech acquisition in SA contexts

4.1 Native versus non-native speakers' performance

4.2 Development of perceptual phonological competence

4.3 Individual data analyses.

5. Discussion and conclusions

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

2.1 Listening in S/FLA research

2.2 Listening 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

4.3 Comparisons between NSs and NNSs performance

4.4 Onset level in listening

4.5 Long-term effects: Performance at T4

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

2.1 Second language writing ability

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

2.3 Previous research on writing in SA contexts

4.1 Comparisons between NS and NNS performance

4.2 Development in writing across FI and SA contexts

4.3 Long-term retention effects of progress made while abroad

4.4 Differences in gains between FI periods and SA

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

2.1 The lexico-grammatical continuum

2.2 SA and (lexico-) grammatical development

2.3 Motivation, beliefs and SA

4.1 Lexico-grammatical development in AH and SA contexts.

4.2 Long-term effects of SA

4.3 Comparison of NNS and NS performance

4.4 Learner motivation and beliefs

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

4.1 Pre-departure motivation and beliefs

4.2 Short-term changes after FI and after SA

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

4.4 Overall longitudinal effects

Chapter 12. Contrasting intercultural awareness at home and abroad

2.1 Intercultural awareness for intercultural communicative competence and SLA

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)

4.3 Comparison EG versus SCG

Appendix I: SALA excerpts from written compositions

Part III. The SALA Project and beyond

Chapter 13. Research on language development during study abroad

2. Common findings

3. The institutional and social context

4. The linguistic focus

5. Individual differences

6. The quantitative and the qualitative

Index.

Notes:

Bibliographic Level Mode of Issuance: Monograph

Includes bibliographical references at the end of each chapters and index.

Description based on print version record.

ISBN:

9789027270238

9027270236

OCLC:

881887467