Language Acquisition in Study Abroad and Formal Instruction Contexts
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.
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.
[AILA Applied Linguistics Series, 13] 2014. vi, 329 pp.
Publishing status: Available
Published online on 23 June 2014
Published online on 23 June 2014
© John Benjamins Publishing Company
Table of Contents
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Chapter 1. Contributions of study abroad research to our understanding of SLA processes and outcomes: The SALA Project, an appraisalCristina Sanz | pp. 1–14
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Part I. The SALA Project: An overview
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Chapter 2. Study abroad and formal instruction contrasted: The SALA ProjectCarmen Pérez-Vidal | pp. 17–58
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Chapter 3. The ‘ins and outs’ of a study abroad programme: The SALA exchange programmeJohn Beattie | pp. 59–84
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Part II. The SALA Project: Empirical findings
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Chapter 4. Oral accuracy growth after formal instruction and study abroad: Onset level, contact factors and long-term effectsMaria Juan-Garau | pp. 87–110
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Chapter 5. L2 fluency development in formal instruction and study abroad: The role of initial fluency level and language contactMargalida Valls-Ferrer and Joan Carles Mora | pp. 111–136
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Chapter 6. Phonological development in L2 speech production during study abroad programmes differing in length of stayPilar Avello and Ann Rebecca Lara | pp. 137–166
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Chapter 7. The role of onset level on L2 perceptual phonological development after formal instruction and study abroadJoan Carles Mora | pp. 167–194
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Chapter 8. Listening performance and onset level in formal instruction and study abroadJohn Beattie, Margalida Valls-Ferrer and Carmen Pérez-Vidal | pp. 195–216
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Chapter 9. Comparing progress in academic writing after formal instruction and study abroadCarmen Pérez-Vidal and Elisa Barquin | pp. 217–234
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Chapter 10. English L2 learners’ lexico-grammatical and motivational development at home and abroadMaria Juan-Garau, Juana Salazar-Noguera and José Igor Prieto-Arranz | pp. 235–258
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Chapter 11. A longitudinal study of learners’ motivation and beliefs in at home and study abroad contextsMireia Trenchs-Parera and Maria Juan-Garau | pp. 259–282
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Chapter 12. Contrasting intercultural awareness at home and abroadElena Merino and Pilar Avello | pp. 283–310
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Part III. The SALA Project and beyond
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Chapter 13. Research on language development during study abroadRobert M. DeKeyser | pp. 313–326
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Index | pp. 327–329
Cited by (46)
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Devlin, Anne Marie, Annarita Magliacane & Michał B. Paradowski
Feddersen, Richard, John L. Plews & Kim Misfeldt
2024. Words worth noticing. Study Abroad Research in Second Language Acquisition and International Education 
Heinzmann, Sybille, Catherine Ferris, Thomas Roderer & Kristina Ehrsam
Köylü, Zeynep, Nurullah Eryılmaz, Carmen Pérez‐Vidal, Marjolijn Verspoor & Hana Gustafsson
Paradowski, Michał B., Nicole Whitby, Michał Czuba & Piotr Bródka
Tajeddin, Zia & Neda Khanlarzadeh
Trenchs-Parera, Mireia & Andreana Pastena
Albert, Agnes, Harriet Wood Bowden & Kata Csizér
2023. Individual variables in study abroad contexts. In Methods in Study Abroad Research [Research Methods in Applied Linguistics, 4], ► pp. 319 ff. 
Arvidsson, Klara
2023. Studying abroad during and before the COVID-19 pandemic. Study Abroad Research in Second Language Acquisition and International Education 8:1 ► pp. 1 ff. 
Boone, Griet & June Eyckmans
Kanwit, Matthew & Megan Solon
2023. Variable outcomes abroad. In Study Abroad and the Second Language Acquisition of Sociolinguistic
Variation in Spanish [Issues in Hispanic and Lusophone Linguistics, 37], ► pp. 292 ff. 
Köylü, Zeynep
Lafford, Barbara A.
2023. Afterword. In Methods in Study Abroad Research [Research Methods in Applied Linguistics, 4], ► pp. 373 ff. 
Marijuan, Silvia & Cristi Vallejos
2023. Complexity, fluency and accuracy in study abroad research. In Methods in Study Abroad Research [Research Methods in Applied Linguistics, 4], ► pp. 209 ff. 
Pérez-Vidal, Carmen & Cristina Sanz
2023. Research methods in study abroad. In Methods in Study Abroad Research [Research Methods in Applied Linguistics, 4], ► pp. 9 ff. 
Regan, Brendan
Zalbidea, Janire & Bernard Issa
2023. Quantitative approaches in L2 research abroad. In Methods in Study Abroad Research [Research Methods in Applied Linguistics, 4], ► pp. 33 ff. 
Jimenez, Abril
Köylü, Zeynep & Nicole Tracy-Ventura
McGregor, Janice & John L. Plews
PARADOWSKI, MICHAŁ B., AGNIESZKA CIERPICH–KOZIEŁ, CHIH–CHUN CHEN & JEREMI K. OCHAB
ZALBIDEA, JANIRE, BERNARD I. ISSA & MANDY FARETTA–STUTENBERG
Zaytseva, Victoria, Imma Miralpeix & Carmen Pérez-Vidal
Long, Avizia Y. & Megan Solon
2021. The impact of a short-term stay abroad on L2 Spanish syntactic complexity development in narratives. Study Abroad Research in Second Language Acquisition and International Education 6:1 ► pp. 163 ff. 
McManus, Kevin, Rosamond Mitchell & Nicole Tracy-Ventura
Raish, Michael
Baten, Kristof
2020. The role of social networks and intense friendships in study abroad students’ L2 use and speaking
development. Study Abroad Research in Second Language Acquisition and International Education 5:1 ► pp. 15 ff. 
Devlin, Anne Marie
2020. Study abroad and the Erasmus+ programme in Europe. Study Abroad Research in Second Language Acquisition and International Education 5:1 ► pp. 1 ff. 
Dewaele, Livia & Jean-Marc Dewaele
Kerz, Elma & Daniel Wiechmann
2020. The role of verbal working memory in L2 sentence comprehension. Journal of Second Language Studies 3:1 ► pp. 1 ff. 
Róg, Tomasz, Zofia Moros-Pałys, Aleksandra Wróbel & Marta Książek-Róg
Ortega, Mireia & M. Luz Celaya
Schwieter, John W., Aline Ferreira & Paul Chamness Miller
Park, Eunjae, Helen Klieve, Chiharu Tsurutani, Wendy Harte & Masahiko Minami
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 ► pp. 217 ff. 
Tracy-Ventura, Nicole, Rosamond Mitchell & Kevin McManus
2016. The LANGSNAP longitudinal learner corpus. In Spanish Learner Corpus Research [Studies in Corpus Linguistics, 78], ► pp. 117 ff. 
Vogt, Karin
Vogt, Karin
Alcón-Soler, Eva
Juan-Garau, Maria & Joana Salazar-Noguera
Kinginger, Celeste
Pérez-Vidal, Carmen
Pérez-Vidal, Carmen
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Subjects
Main BIC Subject
CFDC: Language acquisition
Main BISAC Subject
LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General