scholarly journals Study Abroad and Second Language Use: Constructing the Self

2009 ◽  
Vol 17 (1) ◽  
Author(s):  
Jing Xia
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Language Use ◽  
The Self

Study Abroad and Second Language Use: Constructing the Self

2006 ◽  
Vol 50 (3) ◽  
pp. 570
Author(s):  
Jack Franke ◽  
Valerie Pellegrino Aveni
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Language Use ◽  
The Self

A change of setting

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Lorenzo García-Amaya
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Language Contact ◽  
Language Use ◽  
Learning Experience ◽  
Methodological Approach ◽  
Immersion Program ◽  
Advantages And Disadvantages ◽  
L2 Learners

Abstract Though study abroad (SA) is becoming an increasingly popular educational avenue for second-language (L2) learners, there is little knowledge of what factors create a successful learning experience. One methodological approach is to consider the amount of time students use their L2 while abroad, and subsequently consider what factors (linguistic, personal, or social) might lead to increased or diminished L2 use. The current study examines data collected in 2010, in which 27 learners from an intensive overseas-immersion program in Spain completed the Language Contact Profile (LCP). Throughout the program, the learners were bound to a language commitment, pledging to speak, read, and write only in their L2. The results presented here, both quantitative and qualitative, suggest that the language pledge was largely followed, reflecting high levels of L2 use; the results also allude to some advantages and disadvantages of using the LCP to track language use.

The role of immersion learning in the acquisition and processing of L2 gender agreement

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Gabrielle Klassen ◽  
Aline Ferreira ◽  
John W. Schwieter
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Study Abroad ◽  
Morphological Variability ◽  
Selection Task ◽  
Gender Agreement ◽  
Short Term ◽  
Term Study ◽  
Reading Task ◽  
Short Term Study

Abstract In this paper, we examine the effects of learning environment on second language (L2) gender agreement. English speakers learning L2 Spanish participated in a self-paced reading task and a picture selection task prior to and after a short-term study abroad experience. The results from the self-paced reading task showed that their reliance on the masculine article as the default (e.g., McCarthy, Corrine. 2008. Morphological variability in the comprehension of agreement: An argument for representation over computation. Second Language Research 24(4). 459–486) was reduced over time abroad. Findings from the picture selection task showed that the learners did not attend to the gender of articles unless it was their only cue, but that after the study abroad experience they began to use gender as an anticipatory cue for lexical selection. We interpret these results as support for an adapted version of the Shallow Structures Hypothesis (Clahsen, Harald & Claudia Felser. 2006a. Grammatical processing in language learners. Applied Psycholinguistics 27(1). 3–42; Clahsen, Harald & Claudia Felser. 2006b. How native-like is non-native language processing? Trends in Cognitive Sciences 10(12). 564–570) and the notion that in immersion contexts L2 learners shift their parsing strategy to be more communicatively focused (Schwieter, John W. & Gabrielle Klassen. 2016. Linguistic advances and learning strategies in a short-term study abroad experience. Study Abroad Research in Second Language Acquisition and International Education 1(2). 217–247).

Acquiring variable commands at home and abroad: Examining optatives and imperatives in L1 and L2 Spanish

2020 ◽  
Vol 13 (1) ◽  
pp. 79-113
Author(s):  
Farrah Neumann ◽  
Matthew Kanwit
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Study Abroad ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Future Research ◽  
Control Group ◽  
Before And After ◽  
The Individual ◽  
At Home

AbstractSince many linguistic structures are variable (i. e. conveyed by multiple forms), building a second-language grammar critically involves developing sociolinguistic competence (Canale and Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1(1). 1–47), including knowledge of contexts in which to use one form over another (Bayley and Langman. 2004. Variation in the group and the individual: Evidence from second language acquisition. International Review of Applied Linguistics in Language Teaching 42(4). 303–318). Consequently, researchers interested in such competence have increasingly analyzed the study-abroad context to gauge learners’ ability to approximate local norms following a stay abroad, due to the quality and quantity of input to which learners may gain access (Lafford. 2006. The effects of study abroad vs. classroom contexts on Spanish SLA: Old assumptions, new insights and future research directions. In Carol Klee & Timothy Face (eds.), Selected proceedings of the 7th conference on the acquisition of Spanish and Portuguese as first and second languages, 1–25. Somerville, MA: Cascadilla Proceedings Project). Nevertheless, the present study is the first to examine native or learner variation between imperative (e. g. ven ‘come’) and optative Spanish commands (e. g. que vengas ‘come’). We first performed a corpus analysis to determine the linguistic factors to manipulate in a contextualized task, which elicited commands from learners before and after four weeks abroad in Alcalá de Henares, Spain. Their overall rates of selection and predictive factors were compared to local native speakers (NSs) and a control group of at-home learners.Results revealed that the abroad learners more closely approached NS rates of selection following the stay abroad. Nonetheless, for both learner groups conditioning by independent variables only partially approximated the NS system, which was more complex than previously suggested.

Sign in / Sign up

Export Citation Format

Share Document