592015705 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code AALS 13 GE 15 9789027270238 06 10.1075/aals.13 00 EA E133 10 01 JB code AALS 02 JB code 1875-1113 02 13.00 01 02 AILA Applied Linguistics Series AILA Applied Linguistics Series 01 01 Language Acquisition in Study Abroad and Formal Instruction Contexts Language Acquisition in Study Abroad and Formal Instruction Contexts 1 B01 01 JB code 311170869 Carmen Pérez-Vidal Pérez-Vidal, Carmen Carmen Pérez-Vidal University of Pompeu Fabra 01 eng 11 335 03 03 vi 03 00 329 03 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 10 LAN009000 12 CFDC 01 06 02 00 This publication constitutes essential reading for academics, teachers and language policy makers wanting to understand, explore, plan, and implement an educational language programs involving learner mobility. 03 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.
01 00 03 01 01 D503 https://benjamins.com/covers/475/aals.13.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027205315.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027205315.tif 01 01 D503 https://benjamins.com/covers/1200_front/aals.13.hb.png 01 01 D503 https://benjamins.com/covers/125/aals.13.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/aals.13.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/aals.13.hb.png
01 01 JB code aals.13.01ch1 06 10.1075/aals.13.01ch1 1 14 14 Chapter 1 01 04 Chapter 1. Contributions of study abroad research to our understanding of SLA processes and outcomes Chapter 1. Contributions of study abroad research to our understanding of SLA processes and outcomes 01 04 The SALA Project, an appraisal The SALA Project, an appraisal 1 A01 01 JB code 231213852 Cristina Sanz Sanz, Cristina Cristina Sanz Georgetown University 01 01 JB code aals.13.02pa1 06 10.1075/aals.13.02pa1 Section header 2 01 04 Part I. The SALA Project Part I. The SALA Project 01 04 An overview An overview 01 01 JB code aals.13.03ch2 06 10.1075/aals.13.03ch2 17 58 42 Chapter 3 01 04 Chapter 2. Study abroad and formal instruction contrasted Chapter 2. Study abroad and formal instruction contrasted 01 04 The SALA Project The SALA Project 1 A01 01 JB code 25213853 Carmen Pérez-Vidal Pérez-Vidal, Carmen Carmen Pérez-Vidal Universitat Pompeu Fabra 01 01 JB code aals.13.04ch3 06 10.1075/aals.13.04ch3 59 84 26 Chapter 4 01 04 Chapter 3. The `ins and outs' of a study abroad programme Chapter 3. The ‘ins and outs’ of a study abroad programme 01 04 The SALA exchange programme The SALA exchange programme 1 A01 01 JB code 299213854 John Beattie Beattie, John John Beattie Universitat Pompeu Fabra 01 01 JB code aals.13.05pa2 06 10.1075/aals.13.05pa2 Section header 5 01 04 Part II. The SALA Project Part II. The SALA Project 01 04 Empirical findings Empirical findings 01 01 JB code aals.13.06ch4 06 10.1075/aals.13.06ch4 87 110 24 Chapter 6 01 04 Chapter 4. Oral accuracy growth after formal instruction and study abroad Chapter 4. Oral accuracy growth after formal instruction and study abroad 01 04 Onset level, contact factors and long-term effects Onset level, contact factors and long-term effects 1 A01 01 JB code 684213855 Maria Juan-Garau Juan-Garau, Maria Maria Juan-Garau Universitat de les Illes Balears 01 01 JB code aals.13.07ch5 06 10.1075/aals.13.07ch5 111 136 26 Chapter 7 01 04 Chapter 5. L2 fluency development in formal instruction and study abroad Chapter 5. L2 fluency development in formal instruction and study abroad 01 04 The role of initial fluency level and language contact The role of initial fluency level and language contact 1 A01 01 JB code 110213856 Margalida Valls-Ferrer Valls-Ferrer, Margalida Margalida Valls-Ferrer Universitat Pompeu Fabra 2 A01 01 JB code 335213857 Joan Carles Mora Mora, Joan Carles Joan Carles Mora Universitat de Barcelona 01 01 JB code aals.13.08ch6 06 10.1075/aals.13.08ch6 137 166 30 Chapter 8 01 04 Chapter 6. Phonological development in L2 speech production during study abroad programmes differing in length of stay Chapter 6. Phonological development in L2 speech production during study abroad programmes differing in length of stay 1 A01 01 JB code 612213858 Pilar Avello Avello, Pilar Pilar Avello Universitat Pompeu Fabra 2 A01 01 JB code 689213859 Ann Rebecca Lara Lara, Ann Rebecca Ann Rebecca Lara Universitat Pompeu Fabra 01 01 JB code aals.13.09ch7 06 10.1075/aals.13.09ch7 167 194 28 Chapter 9 01 04 Chapter 7. The role of onset level on L2 perceptual phonological development after formal instruction and study abroad Chapter 7. The role of onset level on L2 perceptual phonological development after formal instruction and study abroad 1 A01 01 JB code 82213860 Joan Carles Mora Mora, Joan Carles Joan Carles Mora Universitat de Barcelona 01 01 JB code aals.13.10ch8 06 10.1075/aals.13.10ch8 195 216 22 Chapter 10 01 04 Chapter 8. Listening performance and onset level cin formal instruction and study abroad Chapter 8. Listening performance and onset level 
in formal instruction and study abroad 1 A01 01 JB code 353213861 John Beattie Beattie, John John Beattie Universitat Pompeu Fabra 2 A01 01 JB code 407213862 Margalida Valls-Ferrer Valls-Ferrer, Margalida Margalida Valls-Ferrer Universitat Pompeu Fabra 3 A01 01 JB code 564213863 Carmen Pérez-Vidal Pérez-Vidal, Carmen Carmen Pérez-Vidal Universitat Pompeu Fabra 01 01 JB code aals.13.11ch9 06 10.1075/aals.13.11ch9 217 234 18 Chapter 11 01 04 Chapter 9. Comparing progress in academic writing after formal instruction and study abroad Chapter 9. Comparing progress in academic writing after formal instruction and study abroad 1 A01 01 JB code 825213864 Carmen Pérez-Vidal Pérez-Vidal, Carmen Carmen Pérez-Vidal Universitat Pompeu Fabra 2 A01 01 JB code 62213865 Elisa Barquin Barquin, Elisa Elisa Barquin Universitat Pompeu Fabra 01 01 JB code aals.13.12ch10 06 10.1075/aals.13.12ch10 235 258 24 Chapter 12 01 04 Chapter 10. English L2 learners' lexico-grammatical and motivational development at home and abroad Chapter 10. English L2 learners’ lexico-grammatical and motivational development at home and abroad 1 A01 01 JB code 497213866 Maria Juan-Garau Juan-Garau, Maria Maria Juan-Garau Universitat de les Illes Balears 2 A01 01 JB code 567213867 Juana Salazar-Noguera Salazar-Noguera, Juana Juana Salazar-Noguera Universitat de les Illes Balears 3 A01 01 JB code 3213868 José Igor Prieto-Arranz Prieto-Arranz, José Igor José Igor Prieto-Arranz Universitat de les Illes Balears 01 01 JB code aals.13.13ch11 06 10.1075/aals.13.13ch11 259 282 24 Chapter 13 01 04 Chapter 11. A longitudinal study of learners' motivation and beliefs in at home and study abroad contexts Chapter 11. A longitudinal study of learners’ motivation and beliefs in at home and study abroad contexts 1 A01 01 JB code 152213869 Mireia Trenchs-Parera Trenchs-Parera, Mireia Mireia Trenchs-Parera Universitat Pompeu Fabra 2 A01 01 JB code 317213870 Maria Juan-Garau Juan-Garau, Maria Maria Juan-Garau Universitat de les Illes Balears 01 01 JB code aals.13.14ch12 06 10.1075/aals.13.14ch12 283 310 28 Chapter 14 01 04 Chapter 12. Contrasting intercultural awareness at home and abroad Chapter 12. Contrasting intercultural awareness at home and abroad 1 A01 01 JB code 713213871 Elena Merino Merino, Elena Elena Merino Universitat Pompeu Fabra 2 A01 01 JB code 782213872 Pilar Avello Avello, Pilar Pilar Avello Universitat Pompeu Fabra 01 01 JB code aals.13.15pa3 06 10.1075/aals.13.15pa3 Section header 15 01 04 Part III. The SALA Project and beyond Part III. The SALA Project and beyond 01 01 JB code aals.13.16ch13 06 10.1075/aals.13.16ch13 313 326 14 Chapter 16 01 04 Chapter 13. Research on language development during study abroad Chapter 13. Research on language development during study abroad 1 A01 01 JB code 203213873 Robert M. DeKeyser DeKeyser, Robert M. Robert M. DeKeyser University of Maryland 01 01 JB code aals.13.17ind 06 10.1075/aals.13.17ind 327 330 4 Miscellaneous 17 01 04 Index Index 01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20140708 C 2014 John Benjamins Publishing Company D 2014 John Benjamins Publishing Company 02 WORLD 13 15 9789027205315 WORLD 03 01 JB 17 Google 03 https://play.google.com/store/books 21 01 00 Unqualified price 00 95.00 EUR 01 00 Unqualified price 00 80.00 GBP 01 00 Unqualified price 00 143.00 USD
592015705 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code AALS 13 GE 15 9789027270238 06 10.1075/aals.13 00 EA E133 10 01 JB code AALS 02 JB code 1875-1113 02 13.00 01 02 AILA Applied Linguistics Series AILA Applied Linguistics Series 01 01 Language Acquisition in Study Abroad and Formal Instruction Contexts Language Acquisition in Study Abroad and Formal Instruction Contexts 1 B01 01 JB code 311170869 Carmen Pérez-Vidal Pérez-Vidal, Carmen Carmen Pérez-Vidal University of Pompeu Fabra 01 eng 11 335 03 03 vi 03 00 329 03 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 10 LAN009000 12 CFDC 01 06 02 00 This publication constitutes essential reading for academics, teachers and language policy makers wanting to understand, explore, plan, and implement an educational language programs involving learner mobility. 03 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.
01 00 03 01 01 D503 https://benjamins.com/covers/475/aals.13.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027205315.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027205315.tif 01 01 D503 https://benjamins.com/covers/1200_front/aals.13.hb.png 01 01 D503 https://benjamins.com/covers/125/aals.13.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/aals.13.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/aals.13.hb.png
01 01 JB code aals.13.01ch1 06 10.1075/aals.13.01ch1 1 14 14 Chapter 1 01 04 Chapter 1. Contributions of study abroad research to our understanding of SLA processes and outcomes Chapter 1. Contributions of study abroad research to our understanding of SLA processes and outcomes 01 04 The SALA Project, an appraisal The SALA Project, an appraisal 1 A01 01 JB code 231213852 Cristina Sanz Sanz, Cristina Cristina Sanz Georgetown University 01 01 JB code aals.13.02pa1 06 10.1075/aals.13.02pa1 Section header 2 01 04 Part I. The SALA Project Part I. The SALA Project 01 04 An overview An overview 01 01 JB code aals.13.03ch2 06 10.1075/aals.13.03ch2 17 58 42 Chapter 3 01 04 Chapter 2. Study abroad and formal instruction contrasted Chapter 2. Study abroad and formal instruction contrasted 01 04 The SALA Project The SALA Project 1 A01 01 JB code 25213853 Carmen Pérez-Vidal Pérez-Vidal, Carmen Carmen Pérez-Vidal Universitat Pompeu Fabra 01 01 JB code aals.13.04ch3 06 10.1075/aals.13.04ch3 59 84 26 Chapter 4 01 04 Chapter 3. The `ins and outs' of a study abroad programme Chapter 3. The ‘ins and outs’ of a study abroad programme 01 04 The SALA exchange programme The SALA exchange programme 1 A01 01 JB code 299213854 John Beattie Beattie, John John Beattie Universitat Pompeu Fabra 01 01 JB code aals.13.05pa2 06 10.1075/aals.13.05pa2 Section header 5 01 04 Part II. The SALA Project Part II. The SALA Project 01 04 Empirical findings Empirical findings 01 01 JB code aals.13.06ch4 06 10.1075/aals.13.06ch4 87 110 24 Chapter 6 01 04 Chapter 4. Oral accuracy growth after formal instruction and study abroad Chapter 4. Oral accuracy growth after formal instruction and study abroad 01 04 Onset level, contact factors and long-term effects Onset level, contact factors and long-term effects 1 A01 01 JB code 684213855 Maria Juan-Garau Juan-Garau, Maria Maria Juan-Garau Universitat de les Illes Balears 01 01 JB code aals.13.07ch5 06 10.1075/aals.13.07ch5 111 136 26 Chapter 7 01 04 Chapter 5. L2 fluency development in formal instruction and study abroad Chapter 5. L2 fluency development in formal instruction and study abroad 01 04 The role of initial fluency level and language contact The role of initial fluency level and language contact 1 A01 01 JB code 110213856 Margalida Valls-Ferrer Valls-Ferrer, Margalida Margalida Valls-Ferrer Universitat Pompeu Fabra 2 A01 01 JB code 335213857 Joan Carles Mora Mora, Joan Carles Joan Carles Mora Universitat de Barcelona 01 01 JB code aals.13.08ch6 06 10.1075/aals.13.08ch6 137 166 30 Chapter 8 01 04 Chapter 6. Phonological development in L2 speech production during study abroad programmes differing in length of stay Chapter 6. Phonological development in L2 speech production during study abroad programmes differing in length of stay 1 A01 01 JB code 612213858 Pilar Avello Avello, Pilar Pilar Avello Universitat Pompeu Fabra 2 A01 01 JB code 689213859 Ann Rebecca Lara Lara, Ann Rebecca Ann Rebecca Lara Universitat Pompeu Fabra 01 01 JB code aals.13.09ch7 06 10.1075/aals.13.09ch7 167 194 28 Chapter 9 01 04 Chapter 7. The role of onset level on L2 perceptual phonological development after formal instruction and study abroad Chapter 7. The role of onset level on L2 perceptual phonological development after formal instruction and study abroad 1 A01 01 JB code 82213860 Joan Carles Mora Mora, Joan Carles Joan Carles Mora Universitat de Barcelona 01 01 JB code aals.13.10ch8 06 10.1075/aals.13.10ch8 195 216 22 Chapter 10 01 04 Chapter 8. Listening performance and onset level cin formal instruction and study abroad Chapter 8. Listening performance and onset level 
in formal instruction and study abroad 1 A01 01 JB code 353213861 John Beattie Beattie, John John Beattie Universitat Pompeu Fabra 2 A01 01 JB code 407213862 Margalida Valls-Ferrer Valls-Ferrer, Margalida Margalida Valls-Ferrer Universitat Pompeu Fabra 3 A01 01 JB code 564213863 Carmen Pérez-Vidal Pérez-Vidal, Carmen Carmen Pérez-Vidal Universitat Pompeu Fabra 01 01 JB code aals.13.11ch9 06 10.1075/aals.13.11ch9 217 234 18 Chapter 11 01 04 Chapter 9. Comparing progress in academic writing after formal instruction and study abroad Chapter 9. Comparing progress in academic writing after formal instruction and study abroad 1 A01 01 JB code 825213864 Carmen Pérez-Vidal Pérez-Vidal, Carmen Carmen Pérez-Vidal Universitat Pompeu Fabra 2 A01 01 JB code 62213865 Elisa Barquin Barquin, Elisa Elisa Barquin Universitat Pompeu Fabra 01 01 JB code aals.13.12ch10 06 10.1075/aals.13.12ch10 235 258 24 Chapter 12 01 04 Chapter 10. English L2 learners' lexico-grammatical and motivational development at home and abroad Chapter 10. English L2 learners’ lexico-grammatical and motivational development at home and abroad 1 A01 01 JB code 497213866 Maria Juan-Garau Juan-Garau, Maria Maria Juan-Garau Universitat de les Illes Balears 2 A01 01 JB code 567213867 Juana Salazar-Noguera Salazar-Noguera, Juana Juana Salazar-Noguera Universitat de les Illes Balears 3 A01 01 JB code 3213868 José Igor Prieto-Arranz Prieto-Arranz, José Igor José Igor Prieto-Arranz Universitat de les Illes Balears 01 01 JB code aals.13.13ch11 06 10.1075/aals.13.13ch11 259 282 24 Chapter 13 01 04 Chapter 11. A longitudinal study of learners' motivation and beliefs in at home and study abroad contexts Chapter 11. A longitudinal study of learners’ motivation and beliefs in at home and study abroad contexts 1 A01 01 JB code 152213869 Mireia Trenchs-Parera Trenchs-Parera, Mireia Mireia Trenchs-Parera Universitat Pompeu Fabra 2 A01 01 JB code 317213870 Maria Juan-Garau Juan-Garau, Maria Maria Juan-Garau Universitat de les Illes Balears 01 01 JB code aals.13.14ch12 06 10.1075/aals.13.14ch12 283 310 28 Chapter 14 01 04 Chapter 12. Contrasting intercultural awareness at home and abroad Chapter 12. Contrasting intercultural awareness at home and abroad 1 A01 01 JB code 713213871 Elena Merino Merino, Elena Elena Merino Universitat Pompeu Fabra 2 A01 01 JB code 782213872 Pilar Avello Avello, Pilar Pilar Avello Universitat Pompeu Fabra 01 01 JB code aals.13.15pa3 06 10.1075/aals.13.15pa3 Section header 15 01 04 Part III. The SALA Project and beyond Part III. The SALA Project and beyond 01 01 JB code aals.13.16ch13 06 10.1075/aals.13.16ch13 313 326 14 Chapter 16 01 04 Chapter 13. Research on language development during study abroad Chapter 13. Research on language development during study abroad 1 A01 01 JB code 203213873 Robert M. DeKeyser DeKeyser, Robert M. Robert M. DeKeyser University of Maryland 01 01 JB code aals.13.17ind 06 10.1075/aals.13.17ind 327 330 4 Miscellaneous 17 01 04 Index Index 01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20140708 C 2014 John Benjamins Publishing Company D 2014 John Benjamins Publishing Company 02 WORLD 13 15 9789027205315 WORLD 03 01 JB 17 Google 03 https://play.google.com/store/books 21 01 00 Unqualified price 00 95.00 EUR 01 00 Unqualified price 00 80.00 GBP 01 00 Unqualified price 00 143.00 USD
917010949 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code AALS 13 Hb 15 9789027205315 06 10.1075/aals.13 13 2014014569 00 BB 08 725 gr 10 01 JB code AALS 02 1875-1113 02 13.00 01 02 AILA Applied Linguistics Series AILA Applied Linguistics Series 01 01 Language Acquisition in Study Abroad and Formal Instruction Contexts Language Acquisition in Study Abroad and Formal Instruction Contexts 1 B01 01 JB code 311170869 Carmen Pérez-Vidal Pérez-Vidal, Carmen Carmen Pérez-Vidal University of Pompeu Fabra 07 https://benjamins.com/catalog/persons/311170869 01 eng 11 335 03 03 vi 03 00 329 03 01 23 418.0071 03 2014 P53.85 04 Language teachers--Training of. 04 Language acquisition--Study and teaching. 04 Language and languages--Study and teaching. 04 Foreign study. 04 Language and culture. 10 LAN009000 12 CFDC 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 01 06 02 00 This publication constitutes essential reading for academics, teachers and language policy makers wanting to understand, explore, plan, and implement an educational language programs involving learner mobility. 03 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.
01 00 03 01 01 D503 https://benjamins.com/covers/475/aals.13.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027205315.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027205315.tif 01 01 D503 https://benjamins.com/covers/1200_front/aals.13.hb.png 01 01 D503 https://benjamins.com/covers/125/aals.13.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/aals.13.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/aals.13.hb.png
01 01 JB code aals.13.01ch1 06 10.1075/aals.13.01ch1 1 14 14 Chapter 1 01 04 Chapter 1. Contributions of study abroad research to our understanding of SLA processes and outcomes Chapter 1. Contributions of study abroad research to our understanding of SLA processes and outcomes 01 04 The SALA Project, an appraisal The SALA Project, an appraisal 1 A01 01 JB code 231213852 Cristina Sanz Sanz, Cristina Cristina Sanz Georgetown University 07 https://benjamins.com/catalog/persons/231213852 01 eng 03 00 Central to research on second language acquisition (SLA) has been the question of the potential effects of learning conditions on rate of acquisition and final attainment, with enough publications to allow for meta-analyses (Norris & Ortega 2000; Spada & Tomita 2010; Li 2010). Typically, the specific learning conditions themselves, whether implicit or explicit, have been motivated either by research on cognitive psychology – memorization vs. rule search, for example – or have been pedagogical in nature – grammar explanation or type of feedback. As of late, however, the field has been reconsidering the breadth of those external conditions to include research on Study Abroad as a special context characterized by an uninstructed (i.e. implicit) component that may or may not combine with an instructed (i.e. explicit) component. With this, research on Study Abroad – the topic of the present volume – has moved to a central place in SLA research. This chapter introduces the SALA Project as an example of the contributions that research on study/stay abroad can make to our understanding of how second languages are learned. 01 01 JB code aals.13.02pa1 06 10.1075/aals.13.02pa1 Section header 2 01 04 Part I. The SALA Project Part I. The SALA Project 01 04 An overview An overview 01 eng 01 01 JB code aals.13.03ch2 06 10.1075/aals.13.03ch2 17 58 42 Chapter 3 01 04 Chapter 2. Study abroad and formal instruction contrasted Chapter 2. Study abroad and formal instruction contrasted 01 04 The SALA Project The SALA Project 1 A01 01 JB code 25213853 Carmen Pérez-Vidal Pérez-Vidal, Carmen Carmen Pérez-Vidal Universitat Pompeu Fabra 07 https://benjamins.com/catalog/persons/25213853 01 eng 03 00 This chapter presents the Study Abroad and Language Acquisition (SALA) research Project in detail, as an introduction to the empirical studies reported on in Part II of this volume, each dealing with a specific objective of the project in relation to a domain of learners’ progress achieved in Study Abroad (SA) and Formal Instruction (FI) contexts of acquisition. It begins by establishing the project’s general goal. This leads to a review of current findings in SA research, followed by a presentation of the specific objectives and the research questions of the empirical SALA studies. Then the methods, the participants, the design, the data collection instruments, the procedures and the tests used in the studies are described. Finally results are pulled together and discussed, and conclusions are reached. 01 01 JB code aals.13.04ch3 06 10.1075/aals.13.04ch3 59 84 26 Chapter 4 01 04 Chapter 3. The `ins and outs' of a study abroad programme Chapter 3. The ‘ins and outs’ of a study abroad programme 01 04 The SALA exchange programme The SALA exchange programme 1 A01 01 JB code 299213854 John Beattie Beattie, John John Beattie Universitat Pompeu Fabra 07 https://benjamins.com/catalog/persons/299213854 01 eng 03 00 This chapter looks in detail at all the stages involved in setting up and managing the exchange experience of several cohorts of students from the Faculty of Translation and Interpreting at a Catalan university in Barcelona, Spain. The history of the exchange is briefly presented, followed by the articulation of all the stages of the exchange; prior to departure, monitoring the students during the actual period of Stay Abroad and, finally, follow-up activities. The complex interplay of factors involved in mobilising and monitoring large numbers of exchange students is presented and reference is also made to the degree to which it is possible to undertake successful Stay Abroad initiatives from the planning stage right through to their completion. 01 01 JB code aals.13.05pa2 06 10.1075/aals.13.05pa2 Section header 5 01 04 Part II. The SALA Project Part II. The SALA Project 01 04 Empirical findings Empirical findings 01 eng 01 01 JB code aals.13.06ch4 06 10.1075/aals.13.06ch4 87 110 24 Chapter 6 01 04 Chapter 4. Oral accuracy growth after formal instruction and study abroad Chapter 4. Oral accuracy growth after formal instruction and study abroad 01 04 Onset level, contact factors and long-term effects Onset level, contact factors and long-term effects 1 A01 01 JB code 684213855 Maria Juan-Garau Juan-Garau, Maria Maria Juan-Garau Universitat de les Illes Balears 07 https://benjamins.com/catalog/persons/684213855 01 eng 03 00 The present study examines the effects on oral accuracy of a three-month Study Abroad (SA) period on forty-three advanced-level L3 English learners. It analyses the gains accrued in the SA context in the light of the gains derived from the preceding and subsequent Formal Instruction (FI) environment as well as the impact of contact during SA. It also compares native and non-native performance and examines whether students with a lower or higher pre-departure level make most progress in accuracy abroad. In so doing, this chapter contributes to answering the first research question in the SALA Project. Results show an advantage for the SA context, where learners become more target-like, with long-lasting effects. Students with lower pre-departure levels benefit the most from SA. Some contact variables associated with accuracy development are identified. 01 01 JB code aals.13.07ch5 06 10.1075/aals.13.07ch5 111 136 26 Chapter 7 01 04 Chapter 5. L2 fluency development in formal instruction and study abroad Chapter 5. L2 fluency development in formal instruction and study abroad 01 04 The role of initial fluency level and language contact The role of initial fluency level and language contact 1 A01 01 JB code 110213856 Margalida Valls-Ferrer Valls-Ferrer, Margalida Margalida Valls-Ferrer Universitat Pompeu Fabra 07 https://benjamins.com/catalog/persons/110213856 2 A01 01 JB code 335213857 Joan Carles Mora Mora, Joan Carles Joan Carles Mora Universitat de Barcelona 07 https://benjamins.com/catalog/persons/335213857 01 eng 03 00 This chapter examines L2 fluency development across Formal Instruction (FI) and Study Abroad (SA) learning periods, thus investigating one of the research questions in the SALA Project, namely whether a three-month SA after a FI period results in significant benefits. The longitudinal approach in the present study focuses both on the period abroad and on the FI periods before and after SA. In addition, we also examined the impact of onset level and language contact profiles on development. L2 fluency improved significantly over time, with gains being mainly obtained during SA. Lower initial fluency levels and greater language contact were associated with fluency gains during SA, but did not fully explain the differential impact of FI and SA on fluency development. 01 01 JB code aals.13.08ch6 06 10.1075/aals.13.08ch6 137 166 30 Chapter 8 01 04 Chapter 6. Phonological development in L2 speech production during study abroad programmes differing in length of stay Chapter 6. Phonological development in L2 speech production during study abroad programmes differing in length of stay 1 A01 01 JB code 612213858 Pilar Avello Avello, Pilar Pilar Avello Universitat Pompeu Fabra 07 https://benjamins.com/catalog/persons/612213858 2 A01 01 JB code 689213859 Ann Rebecca Lara Lara, Ann Rebecca Ann Rebecca Lara Universitat Pompeu Fabra 07 https://benjamins.com/catalog/persons/689213859 01 eng 03 00 The present study addresses the main objectives of the SALA Project regarding the impact of Study Abroad (SA), as well as possible differential effects of Length of Stay (LoS), on second language (L2) phonology. Two groups of undergraduate Spanish/Catalan learners of English following three-month and six-month SA programmes respectively were recorded performing a reading aloud task before and after SA. A group of native speakers of English provided baseline data used to evaluate the learners’ performance. Segmental production accuracy was analysed by conducting acoustic measurements for vowel duration and quality and for voice onset time (VOT) in voiceless plosives. Results suggested no strong effect of SA and no significant differences in the learners’ production as a function of LoS. 01 01 JB code aals.13.09ch7 06 10.1075/aals.13.09ch7 167 194 28 Chapter 9 01 04 Chapter 7. The role of onset level on L2 perceptual phonological development after formal instruction and study abroad Chapter 7. The role of onset level on L2 perceptual phonological development after formal instruction and study abroad 1 A01 01 JB code 82213860 Joan Carles Mora Mora, Joan Carles Joan Carles Mora Universitat de Barcelona 07 https://benjamins.com/catalog/persons/82213860 01 eng 03 00 The present study addresses, focusing on perceptual phonological competence, one of the main research questions within the SALA Project: namely, whether there are differential gains attributable to Formal Instruction (FI) and Study Abroad (SA) contexts, and whether there are different patterns of development associated with learners’ pre-SA onset level. The data analysed comprises a three-year language learning period. The results revealed significant gains in discrimination ability during the FI period and lack of gains during SA, with no significant loss or gain occurring at delayed post-test. Large inter-subject differences indicated that the amount of gains obtained during FI varied as a function of learners’ initial level, the lower learner group obtaining the largest gains in discrimination scores. 01 01 JB code aals.13.10ch8 06 10.1075/aals.13.10ch8 195 216 22 Chapter 10 01 04 Chapter 8. Listening performance and onset level cin formal instruction and study abroad Chapter 8. Listening performance and onset level 
in formal instruction and study abroad 1 A01 01 JB code 353213861 John Beattie Beattie, John John Beattie Universitat Pompeu Fabra 07 https://benjamins.com/catalog/persons/353213861 2 A01 01 JB code 407213862 Margalida Valls-Ferrer Valls-Ferrer, Margalida Margalida Valls-Ferrer Universitat Pompeu Fabra 07 https://benjamins.com/catalog/persons/407213862 3 A01 01 JB code 564213863 Carmen Pérez-Vidal Pérez-Vidal, Carmen Carmen Pérez-Vidal Universitat Pompeu Fabra 07 https://benjamins.com/catalog/persons/564213863 01 eng 03 00 The present chapter seeks to throw light onto the main research question in SALA, to measure the short and long-term effects on listening abilities of a three-month Study Abroad (SA) period, in the case of seventy-five Catalan/Spanish advanced EFL participants within the SALA Project. They are examined in the light of the gains accrued during a preceding and a subsequent Formal Instruction (FI) context at home (AH) and in relation to onset proficiency level. Progress was found to be significant over time, the SA context was more beneficial than the FI context and the benefits were maintained 15 months later. In particular, low level listeners benefited most from the combination of FI and SA contexts, although remaining significantly different from native speakers of English. 01 01 JB code aals.13.11ch9 06 10.1075/aals.13.11ch9 217 234 18 Chapter 11 01 04 Chapter 9. Comparing progress in academic writing after formal instruction and study abroad Chapter 9. Comparing progress in academic writing after formal instruction and study abroad 1 A01 01 JB code 825213864 Carmen Pérez-Vidal Pérez-Vidal, Carmen Carmen Pérez-Vidal Universitat Pompeu Fabra 07 https://benjamins.com/catalog/persons/825213864 2 A01 01 JB code 62213865 Elisa Barquin Barquin, Elisa Elisa Barquin Universitat Pompeu Fabra 07 https://benjamins.com/catalog/persons/62213865 01 eng 03 00 In this chapter, we consider progress in the domain of academic writing by 73 advanced-level EFL learners within the SALA Project. We compare their essays before and after a 6-month period of Formal Instruction at home (FI/AH), a 3-month period of Study Abroad (SA), and 15 months after SA. We seek to throw light onto one of the objectives in SALA, namely, to what extent writing improves with the practice and instruction received during FI/AH, in contrast with allegedly some practice done but none or little instruction received during SA. We also aim at contributing to an under-researched area in SA studies (but see Sasaki 2004, 2007, 2011). Progress in writing is measured via quantitative measures in the domains of complexity, accuracy, and fluency (CAF), building upon previous work (see Pérez-Vidal & Juan-Garau 2009, 2011, and Pérez-Vidal, Juan-Garau, & Mora 2012). After the SA, but not after the FI context, significant gains were found in the domains of fluency and complexity, but not in the domain of accuracy, and these gains were maintained 15 months after returning from abroad. 01 01 JB code aals.13.12ch10 06 10.1075/aals.13.12ch10 235 258 24 Chapter 12 01 04 Chapter 10. English L2 learners' lexico-grammatical and motivational development at home and abroad Chapter 10. English L2 learners’ lexico-grammatical and motivational development at home and abroad 1 A01 01 JB code 497213866 Maria Juan-Garau Juan-Garau, Maria Maria Juan-Garau Universitat de les Illes Balears 07 https://benjamins.com/catalog/persons/497213866 2 A01 01 JB code 567213867 Juana Salazar-Noguera Salazar-Noguera, Juana Juana Salazar-Noguera Universitat de les Illes Balears 07 https://benjamins.com/catalog/persons/567213867 3 A01 01 JB code 3213868 José Igor Prieto-Arranz Prieto-Arranz, José Igor José Igor Prieto-Arranz Universitat de les Illes Balears 07 https://benjamins.com/catalog/persons/3213868 01 eng 03 00 This chapter explores the effects of a three-month study abroad (SA) period on fifty-seven advanced learners of L3 English. More specifically, the study focuses on effects on the participants’ lexico-grammatical competence (measured through cloze and sentence rephrasing tests) and their interface with possible motivational changes. The analysis considers the preceding and subsequent formal instruction (FI) periods experienced in the at-home (AH) university. Thus, this chapter addresses the first two main objectives of the SALA Project, namely to compare the impact of two different learning contexts (SA and FI) (1) on the learner’s overall (in this case, lexico-grammatical) competence in English; and (2) on the learner’s affective variables (in this case, motivation – encompassing attitudes – and beliefs), also exploring the possible interaction between language achievement and motivational development. Results point to visible lexico-grammatical gains, with learners gradually approaching – although never quite reaching – native-speaker performance levels after both FI and SA, whilst evidence is also found for positive long-term effects of the latter. Lastly, integrative orientations towards the target-language community are seen to rise in both contexts. 01 01 JB code aals.13.13ch11 06 10.1075/aals.13.13ch11 259 282 24 Chapter 13 01 04 Chapter 11. A longitudinal study of learners' motivation and beliefs in at home and study abroad contexts Chapter 11. A longitudinal study of learners’ motivation and beliefs in at home and study abroad contexts 1 A01 01 JB code 152213869 Mireia Trenchs-Parera Trenchs-Parera, Mireia Mireia Trenchs-Parera Universitat Pompeu Fabra 07 https://benjamins.com/catalog/persons/152213869 2 A01 01 JB code 317213870 Maria Juan-Garau Juan-Garau, Maria Maria Juan-Garau Universitat de les Illes Balears 07 https://benjamins.com/catalog/persons/317213870 01 eng 03 00 SLA research has foregrounded the role of motivation and beliefs in successful language learning. However, little is known about how they are affected by short stays abroad (SA). This chapter breaks new ground by examining context-sensitive changes in these affective factors in advanced-level English learners. To explore the short-, long-term and longitudinal effects of SA and at-home Formal Instruction (FI), data were collected through a questionnaire upon university entry, after FI, after a three-month SA, and 15 months later. FI triggered positive changes in self-confidence and intended effort, while SA heightened the development of positive motivational stands, including the reduction of anxiety and the attribution of importance to listening abilities, hence providing evidence of the dynamic and context-sensitive nature of these affective factors. 01 01 JB code aals.13.14ch12 06 10.1075/aals.13.14ch12 283 310 28 Chapter 14 01 04 Chapter 12. Contrasting intercultural awareness at home and abroad Chapter 12. Contrasting intercultural awareness at home and abroad 1 A01 01 JB code 713213871 Elena Merino Merino, Elena Elena Merino Universitat Pompeu Fabra 07 https://benjamins.com/catalog/persons/713213871 2 A01 01 JB code 782213872 Pilar Avello Avello, Pilar Pilar Avello Universitat Pompeu Fabra 07 https://benjamins.com/catalog/persons/782213872 01 eng 03 00 This chapter examines the effects of Study Abroad (SA), following Formal Instruction (FI), on a group of Catalan/Spanish English-as-a-foreign-language (EFL) learners (n = 28) regarding changes in their intercultural awareness. Data from this group were compared with data from a group of native speakers of English (n = 26) enrolled in a SA program in Spain. Following one of the main objectives in the SALA Project, we seek to understand to what extent learners’ cultural beliefs may change after a three-month SA program. Results showed that intercultural awareness increased immediately following SA but not FI, and it decreased 15 months upon the EFL learners’ return from the SA period. No statistically significant differences were found between the Catalan/Spanish undergraduates and the English group. 01 01 JB code aals.13.15pa3 06 10.1075/aals.13.15pa3 Section header 15 01 04 Part III. The SALA Project and beyond Part III. The SALA Project and beyond 01 eng 01 01 JB code aals.13.16ch13 06 10.1075/aals.13.16ch13 313 326 14 Chapter 16 01 04 Chapter 13. Research on language development during study abroad Chapter 13. Research on language development during study abroad 1 A01 01 JB code 203213873 Robert M. DeKeyser DeKeyser, Robert M. Robert M. DeKeyser University of Maryland 07 https://benjamins.com/catalog/persons/203213873 01 eng 03 00 This chapter gives a brief overview of the main findings of the Study Abroad literature and situates the SALA Project against that background. It then provides suggestions for further research on some of the main issues that remain to be resolved: how do variables such as the social context of the Study Abroad experience or the researcher’s focus on specific aspects of language help explain what appears contradictory in the literature so far, how can we get a better grip on individual differences, and how can quantitative and qualitative research methodologies be integrated better to answer these questions? 01 01 JB code aals.13.17ind 06 10.1075/aals.13.17ind 327 330 4 Miscellaneous 17 01 04 Index Index 01 eng 01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/aals.13 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20140708 C 2014 John Benjamins Publishing Company D 2014 John Benjamins Publishing Company 02 WORLD WORLD US CA MX 09 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 21 7 16 01 00 Unqualified price 02 JB 1 02 95.00 EUR 02 00 Unqualified price 02 80.00 01 Z 0 GBP GB US CA MX 01 01 JB 2 John Benjamins Publishing Company +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 21 7 16 01 00 Unqualified price 02 JB 1 02 143.00 USD
170010950 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code AALS 13 Eb 15 9789027270238 06 10.1075/aals.13 00 EA E107 10 01 JB code AALS 02 1875-1113 02 13.00 01 02 AILA Applied Linguistics Series AILA Applied Linguistics Series 11 01 JB code jbe-all 01 02 Full EBA collection (ca. 4,200 titles) 11 01 JB code jbe-2015-all 01 02 Complete backlist (3,208 titles, 1967–2015) 05 02 Complete backlist (1967–2015) 11 01 JB code jbe-2015-linguistics 01 02 Subject collection: Linguistics (2,773 titles, 1967–2015) 05 02 Linguistics (1967–2015) 11 01 JB code jbe-2015-aals 01 02 AILA Applied Linguistics Series (vols. 1–14, 2008–2015) 05 02 AALS (vols. 1–14, 2008–2015) 01 01 Language Acquisition in Study Abroad and Formal Instruction Contexts Language Acquisition in Study Abroad and Formal Instruction Contexts 1 B01 01 JB code 311170869 Carmen Pérez-Vidal Pérez-Vidal, Carmen Carmen Pérez-Vidal University of Pompeu Fabra 07 https://benjamins.com/catalog/persons/311170869 01 eng 11 335 03 03 vi 03 00 329 03 01 23 418.0071 03 2014 P53.85 04 Language teachers--Training of. 04 Language acquisition--Study and teaching. 04 Language and languages--Study and teaching. 04 Foreign study. 04 Language and culture. 10 LAN009000 12 CFDC 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 01 06 02 00 This publication constitutes essential reading for academics, teachers and language policy makers wanting to understand, explore, plan, and implement an educational language programs involving learner mobility. 03 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.
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01 01 JB code aals.13.01ch1 06 10.1075/aals.13.01ch1 1 14 14 Chapter 1 01 04 Chapter 1. Contributions of study abroad research to our understanding of SLA processes and outcomes Chapter 1. Contributions of study abroad research to our understanding of SLA processes and outcomes 01 04 The SALA Project, an appraisal The SALA Project, an appraisal 1 A01 01 JB code 231213852 Cristina Sanz Sanz, Cristina Cristina Sanz Georgetown University 07 https://benjamins.com/catalog/persons/231213852 01 eng 03 00 Central to research on second language acquisition (SLA) has been the question of the potential effects of learning conditions on rate of acquisition and final attainment, with enough publications to allow for meta-analyses (Norris & Ortega 2000; Spada & Tomita 2010; Li 2010). Typically, the specific learning conditions themselves, whether implicit or explicit, have been motivated either by research on cognitive psychology – memorization vs. rule search, for example – or have been pedagogical in nature – grammar explanation or type of feedback. As of late, however, the field has been reconsidering the breadth of those external conditions to include research on Study Abroad as a special context characterized by an uninstructed (i.e. implicit) component that may or may not combine with an instructed (i.e. explicit) component. With this, research on Study Abroad – the topic of the present volume – has moved to a central place in SLA research. This chapter introduces the SALA Project as an example of the contributions that research on study/stay abroad can make to our understanding of how second languages are learned. 01 01 JB code aals.13.02pa1 06 10.1075/aals.13.02pa1 Section header 2 01 04 Part I. The SALA Project Part I. The SALA Project 01 04 An overview An overview 01 eng 01 01 JB code aals.13.03ch2 06 10.1075/aals.13.03ch2 17 58 42 Chapter 3 01 04 Chapter 2. Study abroad and formal instruction contrasted Chapter 2. Study abroad and formal instruction contrasted 01 04 The SALA Project The SALA Project 1 A01 01 JB code 25213853 Carmen Pérez-Vidal Pérez-Vidal, Carmen Carmen Pérez-Vidal Universitat Pompeu Fabra 07 https://benjamins.com/catalog/persons/25213853 01 eng 03 00 This chapter presents the Study Abroad and Language Acquisition (SALA) research Project in detail, as an introduction to the empirical studies reported on in Part II of this volume, each dealing with a specific objective of the project in relation to a domain of learners’ progress achieved in Study Abroad (SA) and Formal Instruction (FI) contexts of acquisition. It begins by establishing the project’s general goal. This leads to a review of current findings in SA research, followed by a presentation of the specific objectives and the research questions of the empirical SALA studies. Then the methods, the participants, the design, the data collection instruments, the procedures and the tests used in the studies are described. Finally results are pulled together and discussed, and conclusions are reached. 01 01 JB code aals.13.04ch3 06 10.1075/aals.13.04ch3 59 84 26 Chapter 4 01 04 Chapter 3. The `ins and outs' of a study abroad programme Chapter 3. The ‘ins and outs’ of a study abroad programme 01 04 The SALA exchange programme The SALA exchange programme 1 A01 01 JB code 299213854 John Beattie Beattie, John John Beattie Universitat Pompeu Fabra 07 https://benjamins.com/catalog/persons/299213854 01 eng 03 00 This chapter looks in detail at all the stages involved in setting up and managing the exchange experience of several cohorts of students from the Faculty of Translation and Interpreting at a Catalan university in Barcelona, Spain. The history of the exchange is briefly presented, followed by the articulation of all the stages of the exchange; prior to departure, monitoring the students during the actual period of Stay Abroad and, finally, follow-up activities. The complex interplay of factors involved in mobilising and monitoring large numbers of exchange students is presented and reference is also made to the degree to which it is possible to undertake successful Stay Abroad initiatives from the planning stage right through to their completion. 01 01 JB code aals.13.05pa2 06 10.1075/aals.13.05pa2 Section header 5 01 04 Part II. The SALA Project Part II. The SALA Project 01 04 Empirical findings Empirical findings 01 eng 01 01 JB code aals.13.06ch4 06 10.1075/aals.13.06ch4 87 110 24 Chapter 6 01 04 Chapter 4. Oral accuracy growth after formal instruction and study abroad Chapter 4. Oral accuracy growth after formal instruction and study abroad 01 04 Onset level, contact factors and long-term effects Onset level, contact factors and long-term effects 1 A01 01 JB code 684213855 Maria Juan-Garau Juan-Garau, Maria Maria Juan-Garau Universitat de les Illes Balears 07 https://benjamins.com/catalog/persons/684213855 01 eng 03 00 The present study examines the effects on oral accuracy of a three-month Study Abroad (SA) period on forty-three advanced-level L3 English learners. It analyses the gains accrued in the SA context in the light of the gains derived from the preceding and subsequent Formal Instruction (FI) environment as well as the impact of contact during SA. It also compares native and non-native performance and examines whether students with a lower or higher pre-departure level make most progress in accuracy abroad. In so doing, this chapter contributes to answering the first research question in the SALA Project. Results show an advantage for the SA context, where learners become more target-like, with long-lasting effects. Students with lower pre-departure levels benefit the most from SA. Some contact variables associated with accuracy development are identified. 01 01 JB code aals.13.07ch5 06 10.1075/aals.13.07ch5 111 136 26 Chapter 7 01 04 Chapter 5. L2 fluency development in formal instruction and study abroad Chapter 5. L2 fluency development in formal instruction and study abroad 01 04 The role of initial fluency level and language contact The role of initial fluency level and language contact 1 A01 01 JB code 110213856 Margalida Valls-Ferrer Valls-Ferrer, Margalida Margalida Valls-Ferrer Universitat Pompeu Fabra 07 https://benjamins.com/catalog/persons/110213856 2 A01 01 JB code 335213857 Joan Carles Mora Mora, Joan Carles Joan Carles Mora Universitat de Barcelona 07 https://benjamins.com/catalog/persons/335213857 01 eng 03 00 This chapter examines L2 fluency development across Formal Instruction (FI) and Study Abroad (SA) learning periods, thus investigating one of the research questions in the SALA Project, namely whether a three-month SA after a FI period results in significant benefits. The longitudinal approach in the present study focuses both on the period abroad and on the FI periods before and after SA. In addition, we also examined the impact of onset level and language contact profiles on development. L2 fluency improved significantly over time, with gains being mainly obtained during SA. Lower initial fluency levels and greater language contact were associated with fluency gains during SA, but did not fully explain the differential impact of FI and SA on fluency development. 01 01 JB code aals.13.08ch6 06 10.1075/aals.13.08ch6 137 166 30 Chapter 8 01 04 Chapter 6. Phonological development in L2 speech production during study abroad programmes differing in length of stay Chapter 6. Phonological development in L2 speech production during study abroad programmes differing in length of stay 1 A01 01 JB code 612213858 Pilar Avello Avello, Pilar Pilar Avello Universitat Pompeu Fabra 07 https://benjamins.com/catalog/persons/612213858 2 A01 01 JB code 689213859 Ann Rebecca Lara Lara, Ann Rebecca Ann Rebecca Lara Universitat Pompeu Fabra 07 https://benjamins.com/catalog/persons/689213859 01 eng 03 00 The present study addresses the main objectives of the SALA Project regarding the impact of Study Abroad (SA), as well as possible differential effects of Length of Stay (LoS), on second language (L2) phonology. Two groups of undergraduate Spanish/Catalan learners of English following three-month and six-month SA programmes respectively were recorded performing a reading aloud task before and after SA. A group of native speakers of English provided baseline data used to evaluate the learners’ performance. Segmental production accuracy was analysed by conducting acoustic measurements for vowel duration and quality and for voice onset time (VOT) in voiceless plosives. Results suggested no strong effect of SA and no significant differences in the learners’ production as a function of LoS. 01 01 JB code aals.13.09ch7 06 10.1075/aals.13.09ch7 167 194 28 Chapter 9 01 04 Chapter 7. The role of onset level on L2 perceptual phonological development after formal instruction and study abroad Chapter 7. The role of onset level on L2 perceptual phonological development after formal instruction and study abroad 1 A01 01 JB code 82213860 Joan Carles Mora Mora, Joan Carles Joan Carles Mora Universitat de Barcelona 07 https://benjamins.com/catalog/persons/82213860 01 eng 03 00 The present study addresses, focusing on perceptual phonological competence, one of the main research questions within the SALA Project: namely, whether there are differential gains attributable to Formal Instruction (FI) and Study Abroad (SA) contexts, and whether there are different patterns of development associated with learners’ pre-SA onset level. The data analysed comprises a three-year language learning period. The results revealed significant gains in discrimination ability during the FI period and lack of gains during SA, with no significant loss or gain occurring at delayed post-test. Large inter-subject differences indicated that the amount of gains obtained during FI varied as a function of learners’ initial level, the lower learner group obtaining the largest gains in discrimination scores. 01 01 JB code aals.13.10ch8 06 10.1075/aals.13.10ch8 195 216 22 Chapter 10 01 04 Chapter 8. Listening performance and onset level cin formal instruction and study abroad Chapter 8. Listening performance and onset level 
in formal instruction and study abroad 1 A01 01 JB code 353213861 John Beattie Beattie, John John Beattie Universitat Pompeu Fabra 07 https://benjamins.com/catalog/persons/353213861 2 A01 01 JB code 407213862 Margalida Valls-Ferrer Valls-Ferrer, Margalida Margalida Valls-Ferrer Universitat Pompeu Fabra 07 https://benjamins.com/catalog/persons/407213862 3 A01 01 JB code 564213863 Carmen Pérez-Vidal Pérez-Vidal, Carmen Carmen Pérez-Vidal Universitat Pompeu Fabra 07 https://benjamins.com/catalog/persons/564213863 01 eng 03 00 The present chapter seeks to throw light onto the main research question in SALA, to measure the short and long-term effects on listening abilities of a three-month Study Abroad (SA) period, in the case of seventy-five Catalan/Spanish advanced EFL participants within the SALA Project. They are examined in the light of the gains accrued during a preceding and a subsequent Formal Instruction (FI) context at home (AH) and in relation to onset proficiency level. Progress was found to be significant over time, the SA context was more beneficial than the FI context and the benefits were maintained 15 months later. In particular, low level listeners benefited most from the combination of FI and SA contexts, although remaining significantly different from native speakers of English. 01 01 JB code aals.13.11ch9 06 10.1075/aals.13.11ch9 217 234 18 Chapter 11 01 04 Chapter 9. Comparing progress in academic writing after formal instruction and study abroad Chapter 9. Comparing progress in academic writing after formal instruction and study abroad 1 A01 01 JB code 825213864 Carmen Pérez-Vidal Pérez-Vidal, Carmen Carmen Pérez-Vidal Universitat Pompeu Fabra 07 https://benjamins.com/catalog/persons/825213864 2 A01 01 JB code 62213865 Elisa Barquin Barquin, Elisa Elisa Barquin Universitat Pompeu Fabra 07 https://benjamins.com/catalog/persons/62213865 01 eng 03 00 In this chapter, we consider progress in the domain of academic writing by 73 advanced-level EFL learners within the SALA Project. We compare their essays before and after a 6-month period of Formal Instruction at home (FI/AH), a 3-month period of Study Abroad (SA), and 15 months after SA. We seek to throw light onto one of the objectives in SALA, namely, to what extent writing improves with the practice and instruction received during FI/AH, in contrast with allegedly some practice done but none or little instruction received during SA. We also aim at contributing to an under-researched area in SA studies (but see Sasaki 2004, 2007, 2011). Progress in writing is measured via quantitative measures in the domains of complexity, accuracy, and fluency (CAF), building upon previous work (see Pérez-Vidal & Juan-Garau 2009, 2011, and Pérez-Vidal, Juan-Garau, & Mora 2012). After the SA, but not after the FI context, significant gains were found in the domains of fluency and complexity, but not in the domain of accuracy, and these gains were maintained 15 months after returning from abroad. 01 01 JB code aals.13.12ch10 06 10.1075/aals.13.12ch10 235 258 24 Chapter 12 01 04 Chapter 10. English L2 learners' lexico-grammatical and motivational development at home and abroad Chapter 10. English L2 learners’ lexico-grammatical and motivational development at home and abroad 1 A01 01 JB code 497213866 Maria Juan-Garau Juan-Garau, Maria Maria Juan-Garau Universitat de les Illes Balears 07 https://benjamins.com/catalog/persons/497213866 2 A01 01 JB code 567213867 Juana Salazar-Noguera Salazar-Noguera, Juana Juana Salazar-Noguera Universitat de les Illes Balears 07 https://benjamins.com/catalog/persons/567213867 3 A01 01 JB code 3213868 José Igor Prieto-Arranz Prieto-Arranz, José Igor José Igor Prieto-Arranz Universitat de les Illes Balears 07 https://benjamins.com/catalog/persons/3213868 01 eng 03 00 This chapter explores the effects of a three-month study abroad (SA) period on fifty-seven advanced learners of L3 English. More specifically, the study focuses on effects on the participants’ lexico-grammatical competence (measured through cloze and sentence rephrasing tests) and their interface with possible motivational changes. The analysis considers the preceding and subsequent formal instruction (FI) periods experienced in the at-home (AH) university. Thus, this chapter addresses the first two main objectives of the SALA Project, namely to compare the impact of two different learning contexts (SA and FI) (1) on the learner’s overall (in this case, lexico-grammatical) competence in English; and (2) on the learner’s affective variables (in this case, motivation – encompassing attitudes – and beliefs), also exploring the possible interaction between language achievement and motivational development. Results point to visible lexico-grammatical gains, with learners gradually approaching – although never quite reaching – native-speaker performance levels after both FI and SA, whilst evidence is also found for positive long-term effects of the latter. Lastly, integrative orientations towards the target-language community are seen to rise in both contexts. 01 01 JB code aals.13.13ch11 06 10.1075/aals.13.13ch11 259 282 24 Chapter 13 01 04 Chapter 11. A longitudinal study of learners' motivation and beliefs in at home and study abroad contexts Chapter 11. A longitudinal study of learners’ motivation and beliefs in at home and study abroad contexts 1 A01 01 JB code 152213869 Mireia Trenchs-Parera Trenchs-Parera, Mireia Mireia Trenchs-Parera Universitat Pompeu Fabra 07 https://benjamins.com/catalog/persons/152213869 2 A01 01 JB code 317213870 Maria Juan-Garau Juan-Garau, Maria Maria Juan-Garau Universitat de les Illes Balears 07 https://benjamins.com/catalog/persons/317213870 01 eng 03 00 SLA research has foregrounded the role of motivation and beliefs in successful language learning. However, little is known about how they are affected by short stays abroad (SA). This chapter breaks new ground by examining context-sensitive changes in these affective factors in advanced-level English learners. To explore the short-, long-term and longitudinal effects of SA and at-home Formal Instruction (FI), data were collected through a questionnaire upon university entry, after FI, after a three-month SA, and 15 months later. FI triggered positive changes in self-confidence and intended effort, while SA heightened the development of positive motivational stands, including the reduction of anxiety and the attribution of importance to listening abilities, hence providing evidence of the dynamic and context-sensitive nature of these affective factors. 01 01 JB code aals.13.14ch12 06 10.1075/aals.13.14ch12 283 310 28 Chapter 14 01 04 Chapter 12. Contrasting intercultural awareness at home and abroad Chapter 12. Contrasting intercultural awareness at home and abroad 1 A01 01 JB code 713213871 Elena Merino Merino, Elena Elena Merino Universitat Pompeu Fabra 07 https://benjamins.com/catalog/persons/713213871 2 A01 01 JB code 782213872 Pilar Avello Avello, Pilar Pilar Avello Universitat Pompeu Fabra 07 https://benjamins.com/catalog/persons/782213872 01 eng 03 00 This chapter examines the effects of Study Abroad (SA), following Formal Instruction (FI), on a group of Catalan/Spanish English-as-a-foreign-language (EFL) learners (n = 28) regarding changes in their intercultural awareness. Data from this group were compared with data from a group of native speakers of English (n = 26) enrolled in a SA program in Spain. Following one of the main objectives in the SALA Project, we seek to understand to what extent learners’ cultural beliefs may change after a three-month SA program. Results showed that intercultural awareness increased immediately following SA but not FI, and it decreased 15 months upon the EFL learners’ return from the SA period. No statistically significant differences were found between the Catalan/Spanish undergraduates and the English group. 01 01 JB code aals.13.15pa3 06 10.1075/aals.13.15pa3 Section header 15 01 04 Part III. The SALA Project and beyond Part III. The SALA Project and beyond 01 eng 01 01 JB code aals.13.16ch13 06 10.1075/aals.13.16ch13 313 326 14 Chapter 16 01 04 Chapter 13. Research on language development during study abroad Chapter 13. Research on language development during study abroad 1 A01 01 JB code 203213873 Robert M. DeKeyser DeKeyser, Robert M. Robert M. DeKeyser University of Maryland 07 https://benjamins.com/catalog/persons/203213873 01 eng 03 00 This chapter gives a brief overview of the main findings of the Study Abroad literature and situates the SALA Project against that background. It then provides suggestions for further research on some of the main issues that remain to be resolved: how do variables such as the social context of the Study Abroad experience or the researcher’s focus on specific aspects of language help explain what appears contradictory in the literature so far, how can we get a better grip on individual differences, and how can quantitative and qualitative research methodologies be integrated better to answer these questions? 01 01 JB code aals.13.17ind 06 10.1075/aals.13.17ind 327 330 4 Miscellaneous 17 01 04 Index Index 01 eng 01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/aals.13 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20140708 C 2014 John Benjamins Publishing Company D 2014 John Benjamins Publishing Company 02 WORLD 13 15 9789027205315 WORLD 09 01 JB 3 John Benjamins e-Platform 03 https://jbe-platform.com 29 https://jbe-platform.com/content/books/9789027270238 21 01 00 Unqualified price 02 95.00 EUR 01 00 Unqualified price 02 80.00 GBP GB 01 00 Unqualified price 02 143.00 USD