scholarly journals Host Language Proficiency, Intercultural Sensitivity, and Study Abroad

2011 ◽  
Vol 21 (1) ◽  
pp. 167-188 ◽  
Author(s):  
Jane Jackson
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Intercultural Sensitivity ◽  
Intercultural Development ◽  
Intercultural Communicative Competence ◽  
Foreign Language Learners ◽  
Short Term Study ◽  
Study Abroad Program

This paper focuses on a case study of advanced foreign language students who took part in a short-term study abroad program. By examining their journeys, from their home environment to the host culture and back again, we gain a deeper understanding of the development of their intercultural communicative competence. In the process, the linkage between linguistic and intercultural development is problematized. While the participants were Hong Kong university students who sojourned in England, elements of their stories should reach across ethnic, linguistic, and geographic lines and resonate with foreign language learners in other parts of the world.

Variable future-time reference in French: A comparison of learners in a study-abroad and a foreign-language context

2016 ◽  
Vol 61 (3) ◽  
pp. 259-285 ◽  
Author(s):  
Aarnes Gudmestad ◽  
Amanda Edmonds
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Developmental Trajectories ◽  
Target Language ◽  
Learning Context ◽  
Future Time ◽  
Foreign Language Learners ◽  
Language Proficiency Test

AbstractThis study seeks to advance understanding of second-language (L2) acquisition of future-time reference in French, by comparing the developmental trajectories of learners living in and away from the target-language setting. Study-abroad learners in France (n= 45), foreign-language learners living in the US (n= 37), and native speakers of Hexagonal French (n= 30) participated in this study. They completed a written-contextualized task, a language-proficiency test and a background questionnaire. For each written-contextualized-task item, participants selected from among three responses that differed with respect to the form (inflectional future, periphrastic future, present). Items were designed to test for the influence of three factors on the form selected: presence/absence of a lexical temporal indicator, temporal distance, and (un)certainty. Additionally, two extra-linguistic factors were examined: learning context and proficiency level. The analyses of frequency and the multinomial logistic regressions suggest that, despite developmental similarities between learning contexts, acquisitional paths of study-abroad and foreign-language learners were not identical.

scholarly journals A Longitudinal Study of Dynamic Changes in and Contributing Factors of Learner Belief of Chinese Foreign Language Learners

2018 ◽  
Vol 11 (7) ◽  
pp. 61
Author(s):  
Xinmiao Liu
Keyword(s):  
Longitudinal Study ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Learning Strategy ◽  
Foreign Language Anxiety ◽  
Contributing Factors ◽  
Efficacy Belief ◽  
Foreign Language Learners ◽  
Foreign Language Proficiency

A longitudinal study was conducted to assess changes in and contributing factors of learner belief for a sample of 70 Chinese foreign language learners. Foreign language proficiency and learner factors such as learner belief and learning strategy were measured four times at approximately fifty-day intervals. The results show that there were significant changes in self-efficacy belief, belief about learning difficulty and belief about learning strategy. The major contributing factors to changes in self-efficacy belief include learning strategy, effort, foreign language anxiety, motivation and foreign language proficiency. Meanwhile, learning style, learning strategy and foreign language anxiety have significant effects on changes in learner belief about learning strategy.

Learners’ perceptions of a Wiki-enhanced TBLT approach designed and implemented at the syllabus level

2019 ◽  
Vol 54 (3) ◽  
pp. 221-256
Author(s):  
Shenglan Zhang
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Native Speakers ◽  
Design Model ◽  
Essay Writing ◽  
Overall Design ◽  
Foreign Language Learners ◽  
Learning Contexts ◽  
Class Presentation

Abstract This study examines learners’ perceptions of an approach for improving Chinese-as-a-Foreign-Language learners’ language proficiency, especially their speaking ability. Built upon the Distributed Design Model, a wiki-enhanced, Task-Based Language Teaching (TBLT) approach was designed at the syllabus level, taking into consideration various learning contexts. The approach was implemented and evaluated. Findings show that the overall design of this approach and most of the different components of the pre-task, core-task (interviews with native speakers, wiki-writing, and in-class presentations), and post-task activities were very positively perceived by the students. All students liked this design and enjoyed the class. The main reasons include (1) Students valued the opportunity to interact with native speakers outside the classroom; (2) The in-class presentations gave them an opportunity to express their personalities; (3) They liked the fact that the wiki-essay writing was connected to the in-class presentation because this helped them prepare the content of their presentation, also enabled them to develop writing and speaking on a single topic so they could become more advanced in that topic; (4) They also liked the consistency in organization and the eight units being procedurally similar. The learners held varying views on a few components of the pre-task and post-task activities.

scholarly journals GENDERED VISIONS OF IDEAL FUTURE SELVES: AN ANALYSIS OF JAPANESE ENGLISH AS A FOREIGN LANGUAGE LEARNERS’ NARRATIVES

2021 ◽  
Vol 9 (1) ◽  
pp. 49-65
Author(s):  
Yoko Munezane
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Possible Selves ◽  
Gender Effects ◽  
Chi Square ◽  
Foreign Language Learners ◽  
Chi Square Test ◽  
The Impact ◽  
Future Visions

This study investigates the impact of gender on future visions, using a mixed narrative method; i.e., a “drawing-and-writing-combined” narrative. Previous research shows that learners’ career aspirations have a positive effect on their academic achievement including language proficiency growth (Sasaki, Kozaki, & Ross, 2017). Therefore, it is worthwhile to explore the impact of gender on language learners’ future possible selves by examining their career visions. Qualitative data were collected from 155 Japanese university English as a Foreign Language learners’ drawings and English essays. Statistical results (chi-square test) revealed gender effects in participants’ visualizations of career-focused and career-family balanced ideal selves as well as in the prominence of social interaction in their future visions. Qualitative analysis of participants’ essays suggested that the majority of both male and female learners envisaged their future ideal selves actively pursuing an international career empowered by the essential tool of English. Overall, females considered combining family and career as due responsibilities for women, whereas the majority of males envisioned career-related ideal selves only. The study further assesses the impact of gender on learners’ future visions by taking into consideration the gender equality level in a particular society. Pedagogical implications and future directions are discussed.

scholarly journals Reflecting on the Japan-Chile Task-Based Telecollaboration Project for Beginner-Level Learners

2015 ◽  
Vol 31 ◽  
pp. 175
Author(s):  
B. Greg Dunne
Keyword(s):  
Cultural Identity ◽  
Foreign Language ◽  
Language Learners ◽  
Communicative Competence ◽  
Language Teachers ◽  
Intercultural Communicative Competence ◽  
Foreign Language Learners ◽  
Second Language Teachers ◽  
Efl Students ◽  
Collaboration Project

Using O’Dowd and Ritter’s (2006) Inventory of Reasons for Failed Communication in Telecollaborative Projects as a barometer, this article details the considerations and procedures followed in a task-based, asynchronous email tele-collaboration project between EFL (English as a Foreign Language) learners in Japan and Chile. In a climate where current research surrounding telecollaboration continues to gravitate toward the dual foci of intercultural communicative competence and multimodal technology, this article exemplifies how the adoption of a task-based framework can greatly assist the induction of beginner-level EFL students into a telecollaborative learning environment. It also encourages EFL and ESL (English as a Second Language) teachers throughout the world to seek task designs that will help them do the same. The project experienced its share of logistical and technical challenges but by adopting the currently unconventional stance of designing tasks that highlight individual identity and downplay cultural identity the project appeared to minimize intercultural tension, unmanageable levels of incomprehensibility and inability to arrive at task outcomes.Utilisant l’article de O’Dowd et Ritter (2006) Inventory of Reasons for Failed Communication in Telecollaborative Projects comme baromètre, cet article décrit en détail les considérations et les procédures d’un projet de télécollaboration asynchrone, par courriel et basé sur les tâches entre des apprenants d’anglais langue étrangère (ALE) au Japon et au Chili. Dans le climat actuel où la recherche portant sur la télécollaboration continue à se tourner vers la compétence communicative interculturelle et la technologie multimodale, cet article démontre les bienfaits significatifs d’adopter un cadre basé sur les tâches pour accueillir les élèves débutants en ALE dans un milieu d’apprentissage télécollaboratif. L’article encourage également les enseignants d’ALE et d’ALS partout au monde à rechercher des tâches qui les aideront à en faire autant. Le projet a connu sa part de défis logistiques et techniques, mais en adoptant la position originale de concevoir des tâches qui soulignent l’identité individuelle et diminuent l’identité culturelle, il semble avoir minimisé la tension interculturelle, l’incompréhensibilité et l’incapacité à arriver aux résultats voulus.

scholarly journals The effectiveness of a wiki-enhanced TBLT approach implemented at the syllabus level in the teaching of Chinese as a foreign language

2019 ◽  
Vol 8 (2) ◽  
pp. 197-225
Author(s):  
Shenglan Zhang
Keyword(s):  
Problem Solving ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Native Speakers ◽  
Design Model ◽  
Engineering Research ◽  
Foreign Language Learners ◽  
Learning Contexts ◽  
Educational Engineering

AbstractThis study examines the effectiveness of an approach for improving Chinese as a foreign language learners’ language proficiency, especially their speaking ability. Built upon the Educational Engineering Research Theory and its Distributed Design Model, this study used a wiki-enhanced Task-Based Language Teaching (TBLT) approach implemented at the syllabus level, taking into consideration various learning contexts. Different aspects of the design, such as how the wiki was used to extend the students’ learning beyond classroom, how the topics of the tasks were chosen and sequenced, and what strategies were adopted to motivate learners to interact with their co-learners and native speakers are discussed to provide insights on the use of TBLT in a more detailed way for practitioners. Findings show that the implementation of the TBLT syllabus with the support of the wiki significantly improved learners’ language proficiency as well as the fluency, accuracy, and speed of their story narration and the fluency of their problem-solving conversation.

scholarly journals Intercultural Impact From a Short-Term Study-Abroad Program in Thailand

2020 ◽  
Vol 2019 (1) ◽  
pp. 219
Author(s):  
Brad Deacon ◽  
Kevin Ottoson
Keyword(s):  
Study Abroad ◽  
Intercultural Competence ◽  
Health And Safety ◽  
Language Teachers ◽  
Intercultural Development ◽  
Short Term ◽  
Term Study ◽  
Studying Abroad ◽  
Short Term Study ◽  
Study Abroad Program

Recent government initiatives have helped increase the number of Japanese students studying abroad. However, our understanding of study abroad and intercultural development is largely informed by research in Western contexts. The purpose of this study was to uncover the key areas that students attribute to their intercultural competence growth and development during a short-term study-abroad program in Thailand. This paper offers findings from open-ended questionnaires that were given to 15 Japanese 2nd-year female university students before and after they participated in a three-week study abroad. Qualitative analysis of the pre-sojourn results primarily revealed health and safety concerns. These concerns were later shown to be mostly unrealized in post-sojourn findings analysis that instead emphasized the importance of students’ psychological and self-fulfillment needs. The implications this research has for language teachers, program coordinators, and other stakeholders who aim to support students’ intercultural development in short-term study-abroad programs are provided. 昨今の政府の取り組みにより、留学へ行く日本の学生数は増加傾向にある。しかし、留学や異文化教育についての私たちの理解は、西洋の文脈における研究から主に情報を得ていると言える。本研究の目的は、タイにおける３週間の留学プログラムの間に、学生の異文化理解やその発達が主に何によってもたらされたのかを明らかにすることだった。参加した１５名の女子学生たち（大学２年生）に対して、留学の事前と事後に自由回答式の質問を与え、その調査結果をもとに明らかになったことをここでは論じていく。事前調査における質的分析では、主に健康や安全面での懸念が明らかになった。これらの懸念は事後調査での分析ではほとんど認められず、代わりに心理的な自己実現欲求が重要な側面であることがわかった。この研究における示唆は、語学教員、留学コーディネーター、そしてその他、短期留学プログラムにおける学生の異文化教育を支援する関係者に向けられる。

scholarly journals PERCEIVING AND DEALING WITH CULTURE SHOCK: THE STUDY OF CHINESE INDONESIAN-LANGUAGE STUDENTS

2018 ◽  
Vol 11 (1) ◽  
pp. 18 ◽  
Author(s):  
Wang Qun ◽  
Syihabuddin Syihabuddin ◽  
Yeti Mulyati ◽  
Vismaia S Damaianti
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Method Development ◽  
Culture Shock ◽  
Educational Institutions ◽  
Intercultural Communicative Competence ◽  
Host Countries ◽  
Foreign Language Learners ◽  
Language Students ◽  
Depth Interviews

This study reports culture shock issues such as pragmatic failures, social anxiety or loss of motivation encountered by international students, and specifically focuses on Chinese Indonesian-language students during study abroad in Indonesia. The data were collected through in-depth interviews and participant observations and were analyzed using qualitative approach. A total of eight Chinese students responded to the research that specifically stressed culture shock symptoms and the influence in respect to intercultural communicative competence. The findings put forward that students of this study had all experienced culture shock in view of intercultural communication, which could lead to inconvenience living in Indonesia. The results indicate that before entering a new cultural environment, it is very important to prepare as much beforehand as possible, especially for foreign language learners in host countries. The researcher proposed several recommendations that certain encouragement and support from teachers, media and method development from educational institutions, and a confident attitude from oneself should be provided and built as a solution for students who need to deal with culture shock problems.

What does the analysis of C-test gaps tell us about the construct of a C-test? A comparison of foreign and heritage language learners’ performance

2019 ◽  
Vol 37 (1) ◽  
pp. 107-132
Author(s):  
Anastasia Drackert ◽  
Anna Timukova
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Heritage Language ◽  
Heritage Language Learners ◽  
Scoring Method ◽  
Foreign Language Learners ◽  
Actual Use ◽  
Dichotomous Scoring ◽  
The Right

In view of the ubiquitous increase in the use of C-tests, which are almost unanimously believed to measure general language proficiency, this study investigates whether the aspects of language proficiency tapped into by the C-test format are the same when the test is taken by a learner population other than that of foreign language learners. Specifically, we conducted a differential functioning analysis and compared the types of mistakes that 113 foreign language learners of Russian made when completing C-test gaps, with the performance of 89 heritage language learners on the same C-test. The results showed that almost half of the C-test gaps are biased towards either learner group. In addition, the error analysis for a number of the biased items demonstrated that, although heritage language learners seem to have an advantage in reconstructing the meaning of C-test gaps, they fail to translate their recognition skills into producing the right form. Furthermore, the study reveals a possible sensitivity of the C-test construct to the traditionally used dichotomous scoring method. We conclude with a discussion that includes the implications of the results regarding the construct measured by the C-test and the possible consequences for its actual use.

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