Language Acquisition in Study Abroad and Formal Instruction Contexts
Editor
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
© 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. 327–330
Cited by
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2023. Chapter 13. Individual variables in study abroad contexts. In Methods in Study Abroad Research [Research Methods in Applied Linguistics, 4], ► pp. 319 ff. 
Alcón-Soler, Eva
2015. Instruction and pragmatic change during study abroad email communication. Innovation in Language Learning and Teaching 9:1 ► pp. 34 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.
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.
Boone, Griet & June Eyckmans
2023. Productive Collocation Knowledge in L2 German: Study Abroad and L1 Congruency. In Vocabulary Learning in the Wild, ► pp. 67 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.
Heinzmann, Sybille, Catherine Ferris, Thomas Roderer & Kristina Ehrsam
2024. Student exchange in primary and secondary education and its effect on language gains, intercultural competence and language learning motivation: a systematic review of research in the European context. International Journal of Multilingualism ► pp. 1 ff.
Juan-Garau, Maria & Joana Salazar-Noguera
2015. Introduction: The Relevance of CLIL Education in Achieving Multilingualism on the Global Stage. In Content-based Language Learning in Multilingual Educational Environments [Educational Linguistics, 23], ► pp. 1 ff.
Kanwit, Matthew & Megan Solon
2023. Chapter 10. 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.
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.
Kinginger, Celeste
2015. Second Language Learning in a Study Abroad Context. In Second and Foreign Language Education, ► pp. 1 ff.
Köylü, Zeynep
2023. The ERASMUS sojourn: does the destination country or pre-departure proficiency impact oral proficiency gains?. The Language Learning Journal 51:1 ► pp. 48 ff.
Köylü, Zeynep & Nicole Tracy-Ventura
2022. LEARNING ENGLISH IN TODAY’S GLOBAL WORLD. Studies in Second Language Acquisition 44:5 ► pp. 1330 ff.
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.
Marijuan, Silvia & Cristi Vallejos
2023. Chapter 9. Complexity, fluency and accuracy in study abroad research. In Methods in Study Abroad Research [Research Methods in Applied Linguistics, 4], ► pp. 209 ff.
McGregor, Janice & John L. Plews
2022. Introduction: Inviting Critical Reflections on Methodology from Our Own Field. In Designing Second Language Study Abroad Research, ► pp. 1 ff.
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.
PARADOWSKI, MICHAŁ B., AGNIESZKA CIERPICH–KOZIEŁ, CHIH–CHUN CHEN & JEREMI K. OCHAB
2022. How Output Outweighs Input and Interlocutors Matter for Study‐Abroad SLA: Computational Social Network Analysis of Learner Interactions. The Modern Language Journal 106:4 ► pp. 694 ff.
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.
Pérez-Vidal, Carmen
2015. Practice makes best: contrasting learning contexts, comparing learner progress. International Journal of Multilingualism 12:4 ► pp. 453 ff.
Pérez-Vidal, Carmen
2022. The Case of the SALA Project: Constructs and Methods Revisited. In Designing Second Language Study Abroad Research, ► pp. 43 ff.
Vidal, Carmen Pérez
2023. Study Abroad as a Pedagogical Framework. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff.
Pérez-Vidal, Carmen & Cristina Sanz
2023. Chapter 1. Research methods in study abroad. In Methods in Study Abroad Research [Research Methods in Applied Linguistics, 4], ► pp. 9 ff.
Raish, Michael
2021. Issues in Arabic Language Testing and Assessment. In The Cambridge Handbook of Arabic Linguistics, ► pp. 83 ff.
Regan, Brendan
2023. Individual differences in the acquisition of language-specific and dialect-specific allophones of intervocalic /d/ by L2 and heritage Spanish speakers studying abroad in Sevilla. Studies in Second Language Acquisition 45:1 ► pp. 65 ff.
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2021. The Cambridge Handbook of Arabic Linguistics,
Róg, Tomasz, Zofia Moros-Pałys, Aleksandra Wróbel & Marta Książek-Róg
2020. Intercultural Competence and L2 Acquisition in the Study Abroad Context. Journal of Intercultural Communication 20:1 ► pp. 76 ff.
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.
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.
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2024. The Role of Learner Variables in Pragmatic Development during Study Abroad: A Systematic Review. Languages 9:3 ► pp. 96 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.
Trenchs-Parera, Mireia & Andreana Pastena
2024. 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 45:2 ► pp. 209 ff.
Vogt, Karin
2016. Teaching Practicums Abroad. In Handbook of Research on Study Abroad Programs and Outbound Mobility [Advances in Higher Education and Professional Development, ], ► pp. 540 ff.
Vogt, Karin
2020. Teaching Practicums Abroad. In Multicultural Instructional Design, ► pp. 1490 ff.
Vogt, Karin
2020. Towards a Culturally Reflective Practitioner. In Academic Mobility Programs and Engagement [Advances in Higher Education and Professional Development, ], ► pp. 143 ff.
Zalbidea, Janire & Bernard Issa
2023. Chapter 2. Quantitative approaches in L2 research abroad. In Methods in Study Abroad Research [Research Methods in Applied Linguistics, 4], ► pp. 33 ff.
ZALBIDEA, JANIRE, BERNARD I. ISSA & MANDY FARETTA–STUTENBERG
2022. Brief but Mighty? Sustained L2 Learning and Perceived Psychobehavioral Benefits After Short‐Term Study Abroad. The Modern Language Journal 106:2 ► pp. 411 ff.
Zaytseva, Victoria, Imma Miralpeix & Carmen Pérez-Vidal
2022. ESL Written development at home and abroad: taking a closer look at vocabulary. International Journal of Bilingual Education and Bilingualism 25:1 ► pp. 210 ff.
This list is based on CrossRef data as of 19 april 2024. 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
Main BIC Subject
CFDC: Language acquisition
Main BISAC Subject
LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General