The impact of a short-term stay abroad on L2 Spanish syntactic complexity development in narratives

Author(s):  
Avizia Y. Long ◽  
Megan Solon

Abstract Given the notable increase in participation in short-term (e.g., eight weeks or less) study abroad, especially in the US, recent empirical work on the role of context in second language (L2) learning has sought to investigate the impact of a short-term stay abroad on language development. The present study examined English-speaking learners’ syntactic complexity development in oral narratives after a four-week stay abroad. With regard to three measures of syntactic complexity (length of analysis of speech [AS]-units, number of clauses per AS-unit, length of clause), findings revealed that the study abroad group demonstrated no statistically significant change over the study period. However, individual-level analyses revealed that over half of the study abroad learners increased complexity in narratives in terms of clause length. Further, half of the study abroad learners exhibited increases in syntactic complexity on at least two of the three syntactic complexity measures examined.

2019 ◽  
pp. 102831531988738
Author(s):  
Stephen B. DeLoach ◽  
Mark R. Kurt ◽  
Neal H. Olitsky

Study abroad participation has increased dramatically over the past two decades, primarily through the growth of short-term study abroad experiences. Given this, it is logical to ask whether short-term experiences are capable of delivering student learning outcomes equivalent to those of long-term experiences. The research presented in this article addresses this question by asking if program duration (i.e., temporal length of the academic program) or depth (i.e., focused and reflective interaction with the destination culture) has a greater impact on changes in students’ global awareness. A longitudinal study across 80 study abroad programs from a single institution, measured global awareness pre- and post-abroad experience. This design controlled for preexisting differences (self-selection) and allowed us to rigorously estimate the relative effects of depth and duration across four dimensions of global awareness. Results show that a longer duration was associated with significant changes in three out of the four global awareness dimensions measured. The only depth measure that positively and significantly impacted global awareness was when the study abroad destination was a non-English speaking country. Even in this instance, the impact non-English speaking destination was increased further for longer durations.


Author(s):  
Silvina Bongiovanni ◽  
Avizia Y. Long ◽  
Megan Solon ◽  
Erik W. Willis

AbstractThis study explores the impact of study abroad (SA) on second language Spanish phonetic development. Twenty-seven English-speaking learners of Spanish, 15 who were participating in a 4-week SA program in the Dominican Republic and 12 who were studying at their home (AH) institution, were recorded 5 weeks apart (at the approximate beginning and end of their respective programs). Recordings were analyzed acoustically, and four groups of segments were examined: word-initial /p t k/, intervocalic /b d ɡ/, intervocalic /ɾ/ and /r/, and word-final /l/. Productions at Time 1 and Time 2 as well as between the SA and AH groups were compared. Results suggested a minor benefit of the SA environment for phonetic development of some of the segments but with notable individual variation in both groups.


2019 ◽  
Vol 14 (4) ◽  
pp. 259-268 ◽  
Author(s):  
Daisuke Shibata

Context Although cultural competencies in athletic training education exist, there are limited international athletic training educational opportunities available. Study abroad experiences help students gain international and multicultural perspectives. The lack of study abroad opportunities is more pronounced in non–English-speaking countries. Objective The purpose of this article is to describe experiences with developing and conducting a short-term, faculty-led study abroad program in Japan. Essential elements and recommendations based on the study abroad program are interwoven throughout the article. Background The diversity in the United States and among the collegiate student-athlete population has increased. However, the population of athletic training professionals does not match this diversity. This mismatch has increased attention to the demand to find ways to nurture cultural competencies in athletic trainers. Simultaneously with changes in the United States, growth of the athletic training profession and athletic training educational programs is noticeable in Japan and other non–English-speaking countries. A well-designed study abroad program can expose students to the unique perspectives of athletic training and/or related health care professions and nurture cultural competency. Recommendations(s) A short-term, faculty-led study abroad program should include an assistant and local facilitator, multiple site visits, at least a day without guidance from the program, an adequate balance between academic and cultural activities, program dinners, opportunities for students to present and share their experiences, and a focus on keeping the trip safe. Conclusion(s) The short-term, faculty-led study abroad program in Japan offered unique opportunities for athletic training students to gain knowledge of and an appreciation for athletic training in diverse cultures and to incorporate these experiences into their future personal and professional practice. Further information and data are required to provide an optimum education for students to learn and apply cultural competencies as health care professionals.


Author(s):  
Anke Foller-Carroll ◽  
Sylvain Charlebois

Purpose The purpose of this paper is to examine the attitudes toward VolunTourism of students of Humber College, Toronto, Canada, who had engaged in VolunTourism excursions within the context of study abroad programmes or were about to embark on such a programme. The paper attempts to make a connection between altruistic travel motivations and the applicability of VolunTourism experiences on resumes in pursuit of differentiation in the job market. Design/methodology/approach The sample frame for this paper consisted of two groups of students who, at the time of the study, had participated in a curriculum-based study-abroad programme featuring VolunTourism components in the past five years (post-study) or were confirmed to embark on a trip shortly thereafter (pre-study). The surveys comprised a mixed-method approach. Quantitative and qualitative information was gathered through anonymous online surveys and personal interviews. Findings The responses obtained in personal interviews reflect the results obtained in the online surveys. Students who sat down for a personal interview were enthusiastic and supportive of VolunTourism. Three-quarters of the interviewees were 25 and younger. None of them had previously participated in study abroad programme, but they did have previous volunteering experience through high school curriculum or personal engagement. Besides their enthusiasm for doing good, students believed VolunTourism to enhance their image and increase their competitive advantage in the job market. Research limitations/implications The surveys do not explore the impact of short-term VolunTourism opportunities in general but are focused on specific curriculum-based programmes. The bulk of participants came from the Tourism Management programme, whose familiarity with Niche, Eco and VolunTourism products could potentially have created a bias towards their experience and the usefulness of such excursions with respect to their career aspirations. Participants had travelled to a variety of destinations, influencing the comparability of the impressions. Practical implications Commercial tour operators can direct their corporate social responsibility (CSR) efforts at giving back to its key profit generators, thereby offsetting the negative impacts that such vacation models entail. Students have pointed to the availability of many willing hands that populate the beaches of All-Inclusive Resorts, and it appears that they would happily participate, were pre-organized VolunTourism excursions readily available. The obligation for tour operators is clearly to maintain authenticity and integrity and not to capitalize on this new opportunity for pure revenue generation. Social implications Travellers are obligated to treat VolunTourism opportunities with respect and sincerity, to combat the negative stigma of careless self-gratification and self-promotion attributed to this type of travel. VolunTourists must be vigilant, demand transparency from VolunTourism providers and not fall prey to “green washing” strategies, allowing monies to subtly flow out of destinations and into the pockets of corporations. Originality/value This paper explores the complexities surrounding short-term VolunTourism experiences and their impact on students and young professionals. It narrowed in on the co-existence of altruistic motives in serving destination communities, and the expectation of acquiring skills to further expand resume credentials. The paper was inspired by recent market developments, wherein high-end tourism services providers were seen to be offering one-day volunteering excursions to their clientele. The question that presented itself was to investigate if there is an emerging trend towards personal social responsibility, whereby students and young professionals emulate behaviours modelled by industry leaders, and it appears that this is the case.


2020 ◽  
Vol 23 (5) ◽  
pp. 978-991
Author(s):  
Megha Sundara ◽  
Nancy Ward ◽  
Barbara Conboy ◽  
Patricia K. Kuhl

AbstractWe evaluated the impact of exposure to a second language on infants’ emerging speech production skills. We compared speech produced by three groups of 12-month-old infants while they interacted with interlocutors who spoke to them in Spanish and English: monolingual English-learning infants who had previously received 5 hours of exposure to a second language (Spanish), English- and Spanish-learning simultaneous bilinguals, and monolingual English-learning infants without any exposure to Spanish. Our results showed that the monolingual English-learning infants with short-term exposure to Spanish and the bilingual infants, but not the monolingual English-learning infants without exposure to Spanish, flexibly matched the prosody of their babbling to that of a Spanish- or English-speaking interlocutor. Our findings demonstrate the nature and extent of benefits for language learning from early exposure to two languages. We discuss the implications of these findings for language organization in infants learning two languages.


PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0261762
Author(s):  
Tsukasa Yamanaka ◽  
Noriko Yamagishi ◽  
Norberto Eiji Nawa ◽  
Stephen J. Anderson

Short-term study-abroad (STSA) programs provide a more accessible alternative for students who would otherwise not consider engaging in academic activities overseas. Though improvements in the levels of intercultural sensitivity and general academic aspects attained by STSA programs have been previously examined, much less is known regarding the impact such programs have in the mood of students. Here, we examined changes in mood state associated with participation in an STSA program in a group of Japanese university students. Mood states were assessed using the Profile of Mood States (POMS), the Satisfaction With Life Scale (SWLS), and the Gratitude Questionnaire (GQ-6). Results indicated that the POMS mean scores of Vigor-Activity and SWLS peaked at the time immediately following participation in the STSA program; moreover, the same scores were found to be at comparable levels even one month after the end of the program. These results indicate that participation in STSA programs can positively influence the mood state of university students, suggesting that the benefits associated with participation in such programs extend beyond typically reported improvements in the academic domain.


2020 ◽  
Vol 11 (Winter) ◽  
pp. 145-149
Author(s):  
Jennifer Malerich

Even in countries with high availability of higher education, students increasingly choose online education over in-person immersion learning. As online learners begin to study abroad little is known about their motivations for, or professional and academic expectations of, the experience, nor the impact of their participation. The author hypothesizes that when compared to the traditional in-person immersion student, online study abroad students have distinct motivations and expectations due to their life experience, professional status and personal goals and also undergo greater growth in areas such as tolerance, critical thinking and global awareness. This research uses surveys, a standardized assessment tool, interviews and focus groups to incorporate both quantitative data and qualitative data in an attempt to understand the profile of the online student participating in a short-term study abroad program, their motivations and expectations, and resulting outcomes. Implications include identifying program design elements specific to the needs of online learners.


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