Language Acquisition in Study Abroad and Formal Instruction Contexts

| University of Pompeu Fabra
ISBN 9789027205315 | EUR 95.00 | USD 143.00
ISBN 9789027270238 | EUR 95.00 | USD 143.00
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.
[AILA Applied Linguistics Series, 13]  2014.  vi, 329 pp.
Publishing status: Available
Table of Contents
Chapter 1. Contributions of study abroad research to our understanding of SLA processes and outcomes: The SALA Project, an appraisal
Cristina Sanz
Part I. The SALA Project
Chapter 2. Study abroad and formal instruction contrasted: The SALA Project
Carmen Pérez-Vidal
Chapter 3. The ‘ins and outs’ of a study abroad programme: The SALA exchange programme
John Beattie
Part II. The SALA Project
Chapter 4. Oral accuracy growth after formal instruction and study abroad: Onset level, contact factors and long-term effects
Maria Juan-Garau
Chapter 5. L2 fluency development in formal instruction and study abroad: The role of initial fluency level and language contact
Margalida Valls-Ferrer and Joan Carles Mora
Chapter 6. Phonological development in L2 speech production during study abroad programmes differing in length of stay
Pilar Avello and Ann Rebecca Lara
Chapter 7. The role of onset level on L2 perceptual phonological development after formal instruction and study abroad
Joan Carles Mora
Chapter 8. Listening performance and onset level 
in formal instruction and study abroad
John Beattie, Margalida Valls-Ferrer and Carmen Pérez-Vidal
Chapter 9. Comparing progress in academic writing after formal instruction and study abroad
Carmen Pérez-Vidal and Elisa Barquin
Chapter 10. English L2 learners’ lexico-grammatical and motivational development at home and abroad
Maria Juan-Garau, Juana Salazar-Noguera and José Igor Prieto-Arranz
Chapter 11. A longitudinal study of learners’ motivation and beliefs in at home and study abroad contexts
Mireia Trenchs-Parera and Maria Juan-Garau
Chapter 12. Contrasting intercultural awareness at home and abroad
Elena Merino and Pilar Avello
Part III. The SALA Project and beyond
Chapter 13. Research on language development during study abroad
Robert M. DeKeyser
Cited by

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Alcón-Soler, Eva
2015. Instruction and pragmatic change during study abroad email communication. Innovation in Language Learning and Teaching 9:1  pp. 34 ff. Crossref logo
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. Crossref logo
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. Crossref logo
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. Crossref logo
Kinginger, Celeste
2015.  In Second and Foreign Language Education,  pp. 1 ff. Crossref logo
Köylü, Zeynep
2021. The ERASMUS sojourn: does the destination country or pre-departure proficiency impact oral proficiency gains?. The Language Learning Journal  pp. 1 ff. Crossref logo
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. Crossref logo
McManus, Kevin, Rosamond Mitchell & Nicole Tracy-Ventura
2021. A Longitudinal Study of Advanced Learners’ Linguistic Development Before, During, and After Study Abroad. Applied Linguistics 42:1  pp. 136 ff. Crossref logo
Park, Eunjae, Helen Klieve, Chiharu Tsurutani, Wendy Harte & Masahiko Minami
2017. International students’ accented English—Communication difficulties and developed strategies. Cogent Education 4:1  pp. 1314651 ff. Crossref logo
Pérez-Vidal, Carmen
2015. Practice makes best: contrasting learning contexts, comparing learner progress. International Journal of Multilingualism 12:4  pp. 453 ff. Crossref logo
Raish, Michael
2021.  In The Cambridge Handbook of Arabic Linguistics,  pp. 83 ff. Crossref logo
Karin Ryding & David Wilmsen
2021.  In The Cambridge Handbook of Arabic Linguistics, Crossref logo
Schwieter, John W., Aline Ferreira & Paul Chamness Miller
2018. Study abroad learners’ metalinguistic and sociocultural reflections on short- and long-term international experiences. Intercultural Education 29:2  pp. 236 ff. Crossref logo
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. Crossref logo
Tracy-Ventura, Nicole, Rosamond Mitchell & Kevin McManus
2016.  In Spanish Learner Corpus Research [Studies in Corpus Linguistics, 78],  pp. 117 ff. Crossref logo
Trenchs-Parera, Mireia & Andreana Pastena
2021. Exploring transcultural competence in the internationalised university classroom: the role of intercultural friendships and plurilingualism in the construction of a transcultural identity. Journal of Multilingual and Multicultural Development  pp. 1 ff. Crossref logo
Vogt, Karin
2016.  In Handbook of Research on Study Abroad Programs and Outbound Mobility [Advances in Higher Education and Professional Development, ],  pp. 540 ff. Crossref logo
Vogt, Karin
2020.  In Academic Mobility Programs and Engagement [Advances in Higher Education and Professional Development, ],  pp. 143 ff. Crossref logo
Vogt, Karin
2020.  In Multicultural Instructional Design,  pp. 1490 ff. Crossref logo
Zaytseva, Victoria, Imma Miralpeix & Carmen Pérez-Vidal
2019. ESL Written development at home and abroad: taking a closer look at vocabulary. International Journal of Bilingual Education and Bilingualism  pp. 1 ff. Crossref logo

This list is based on CrossRef data as of 20 december 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects & Metadata
BIC Subject: CFDC – Language acquisition
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2014014569 | Marc record