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
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01
D503
https://benjamins.com/covers/475/aals.13.png
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D503
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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.
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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
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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.
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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.
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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
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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
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aals.13.17ind
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10.1075/aals.13.17ind
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330
4
Miscellaneous
17
01
04
Index
Index
01
eng
01
JB code
JBENJAMINS
John Benjamins Publishing Company
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AALS
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1875-1113
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AILA Applied Linguistics Series
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jbe-all
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Full EBA collection (ca. 4,200 titles)
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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
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LIN.APPL
Applied linguistics
24
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LIN.LA
Language acquisition
24
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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
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03
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aals.13.01ch1
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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
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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.
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aals.13.04ch3
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10.1075/aals.13.04ch3
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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
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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
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aals.13.07ch5
06
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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
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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
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aals.13.09ch7
06
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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
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06
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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
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06
10.1075/aals.13.17ind
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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
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Unqualified price
02
80.00
GBP
GB
01
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Unqualified price
02
143.00
USD