Article published In:
Language, Interaction and Acquisition
Vol. 10:2 (2019) ► pp.255288
References

Références

Arvidsson, K.
2019). Quantity of target language contact in study abroad and knowledge of multiword expressions: A usage-based approach to L2 development. Study Abroad Research in Second Language Acquisition and International Education, 4 (2), 145–167. DOI logo
Adolphs, S., & Durow, V.
(2004) Social-cultural integration and the development of formulaic sequences. In N. Schmitt (Ed.), Formulaic sequences: Acquisition, processing and use (pp. 107–126). Philadelphia: John Benjamins. DOI logoGoogle Scholar
Baker-Smemoe, W., Dewey, D. P., Bown, J., & Martinsen, R. A.
(2014) Variables affecting L2 gains during study abroad. Foreign Language Annals, 47 (3), 464–486. DOI logoGoogle Scholar
Bartning, I.
(2000) Gender agreement in L2 French: Pre-advanced vs advanced learners. Studia Linguistica, 54 (2), 225–237. DOI logoGoogle Scholar
Bartning, I., & Schlyter, S.
(2004) Itinéraires acquisitionnels et stades de développement en français L2. Journal of French Language Studies, 14 (3), 281–299. DOI logoGoogle Scholar
Coleman, J.
(2015) Social circles during residence abroad: What students do, and who with. In R. Mitchell, N. Tracy-Ventura, & K. McManus (Eds.). Social interaction, identity and language learning during residence abroad. EUROSLA Monographs 4 (pp. 33–52). Amsterdam: The European Second Language Association.Google Scholar
Collentine, J.
(2004) The effects of learning contexts on morphosyntactic and lexical development. Studies in Second Language Acquisition, 26 (2), 227–248. DOI logoGoogle Scholar
Conseil de l’Europe
(2001) Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, U.K: Press Syndicate of the University of Cambridge.Google Scholar
DeKeyser, R.
(2007) Study abroad as foreign language practice. In R. DeKeyser (Ed.), Practicing in a second language : Perspectives from applied linguistics and cognitive psychology (pp. 208–226). Cambridge: Cambridge University Press. DOI logoGoogle Scholar
(2010) Monitoring processes in Spanish as a second language during a study abroad program. Foreign Language Annals, 43 (1), 80–92. DOI logoGoogle Scholar
del Río, C., Juan-Garau, M., & Pérez-Vidal, C.
(2018) Teachers’ assessment of perceived foreign accent and comprehensibility in adolescent EFL oral production in Study Abroad and Formal Instruction contexts: A mixed-method study. In C. Pérez-Vidal, S. López-Serrano, J. Ament, & D. J. Thomas-Wilhelm (Eds.), Learning context effects: Study abroad, formal instruction and international immersion classrooms (pp. 181–214). Berlin: Language Science Press.Google Scholar
Dewaele, J. M., & Véronique, D.
(2000) Relating gender errors to morphosyntax and lexicon in advanced French interlanguage. Studia Linguistica, 54 (2), 212–224. DOI logoGoogle Scholar
(2001) Gender assignment and gender agreement in advanced French interlanguage: A cross-sectional study. Bilingualism: Language and Cognition, 4 (3), 275–297. DOI logoGoogle Scholar
Dewey, D. P.
(2017) Measuring social interaction during study abroad: Quantitative methods and challenges. System, 71 1, 49–59. DOI logoGoogle Scholar
Dewey, D. P., Belnap, R. K., & Hillstrom, R.
(2013) Social network development, language use, and language acquisition during study abroad: Arabic language learners’ perspectives. Frontiers: The Interdisciplinary Journal of Study Abroad, 22 1, 84–110. DOI logoGoogle Scholar
Dewey, D. P., Bown, J., & Eggett, D.
(2012) Japanese language proficiency, social networking, and language use during study abroad: Learners’ perspectives. Canadian Modern Language Review, 68 (2), 111–137. DOI logoGoogle Scholar
Douglas Fir Group
(2016) A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal, 100 1 (Supplement 2016), 19–47. DOI logoGoogle Scholar
Duff, P. A.
(2008) Case study research in applied linguistics. New York/Abingdon: Lawrence Erlbaum Associates.Google Scholar
Dörnyei, Z.
(2007) Research methods in applied linguistics. Oxford: Oxford University Press.Google Scholar
Dörnyei, Z., Durow, V., & Zahran, K.
(2004) Individual differences and their effects on formulaic sequence acquisition. In N. Schmitt (Ed.), Formulaic sequences: Acquisition, processing and use (pp. 87–106). Philadelphia: John Benjamins. DOI logoGoogle Scholar
Ellis, N. C.
(2003) Constructions, chunking, and connectionism: The emergence of second language structure. In C. Doughty & M. H. Long (Eds.), Handbook of second language acquisition (63–103). Oxford: Blackwell. DOI logoGoogle Scholar
Erman, B., & Warren, B.
(2000) The idiom principle and the open choice principle. Text – Interdisciplinary Journal for the Study of Discourse, 1 (20), 29–62.Google Scholar
Forsberg, F.
(2010) Using conventional sequences in L2 French. International Review of Applied Linguistics in Language Teaching, 48 (1), 25–51. DOI logoGoogle Scholar
Fuller, J. M.
(2003) Discourse marker use across speech contexts: a comparison of native and non-native speaker performance. Multilingua, 22 1, 185–208. DOI logoGoogle Scholar
Gautier, R. & Chevrot, J.-P.
(2015) Social networks and acquisition of sociolinguistic variation in a study abroad context: A preliminary study. In R. Mitchell, N. Tracy-Ventura, & K. McManus (Eds.), Social interaction, identity and language learning during residence abroad ( EUROSLA Monographs 4 ) (pp. 169–184). Amsterdam: The European Second Language Association.Google Scholar
Gustafsson, H. & Verspoor, M.
(2017) Development of chunks in Dutch L2 learners of English. In E. Tribushinina & J. Evers-Vermeul (Eds.), Usage-based approaches to language acquisition and language teaching (pp. 235–262). Berlin/Boston: De Gruyter Mouton. DOI logoGoogle Scholar
Hall, J. K., & Pekarek Doehler, S.
(2011) L2 interactional competence and development. In J. K. Hall, J. Hellermann & S. Pekarek Doehler (Eds.), L2 interactional competence and development (pp. 1–15). Clevedon: Multilingual Matters. DOI logoGoogle Scholar
Howard, M.
(2016) Message from the editor. Study Abroad Research in Second Language Acquisition and International Education, 1 (1), 1–3. DOI logoGoogle Scholar
Isabelli-García, C.
(2006) Study abroad social networks, motivation and attitudes : Implications for second language acquisition. In M. A. DuFon & E. Churchill (Eds.). Language learners in study abroad contexts (pp. 231–258). Clevedon, UK: Multilingual Matters. DOI logoGoogle Scholar
(2010) Acquisition of Spanish gender agreement in two learning contexts: Study abroad and at home. Foreign Language Annals, 43 (2), 289–303. DOI logoGoogle Scholar
Jackson, J.
(2017) The personal, linguistic, and intercultural development of Chinese sojourners in an English-speaking country. Study Abroad Research in Second Language Acquisition and International Education, 2 (1), 80–106. DOI logoGoogle Scholar
Kihlstedt, M.
(1998) La référence au passé dans le dialogue: Etude de l’acquisition de la temporalité chez des apprenants dits avancés de français. Thèse de doctorat non publié. Université de Stockholm, Suède.Google Scholar
Kinginger, C.
(Ed.) (2013) Social and cultural aspects of language learning in study abroad. Amsterdam/Philadelphia: John Benjamins. DOI logoGoogle Scholar
LANGSNAP project
Lennon, P.
(1990) Investigating fluency in EFL: A quantitative approach. Language Learning, 40 (3), 387–417. DOI logoGoogle Scholar
Llanes, À.
(2011) The many faces of study abroad: An update on the research on L2 gains emerged during a study abroad experience. International Journal of Multilingualism, 8 (3), 189–215. DOI logoGoogle Scholar
Long, M. H.
(1981) Input, interaction, and second-language acquisition. Annals of the New York Academy of Sciences, 379 (1), 259–278. DOI logoGoogle Scholar
McManus, K., Mitchell, R., & Tracy-Ventura, N.
(2014) Understanding insertion and integration in a study abroad context: The case of English-speaking sojourners in France. Revue Française de Linguistique Appliquée, 19 (2), 97–116. DOI logoGoogle Scholar
Milroy, L.
(1980) Language and social networks. Oxford: Blackwell.Google Scholar
Mitchell, R.
(2015) The development of social relations during residence abroad. Innovation in Language Learning and Teaching, 9 (1), 2–33. DOI logoGoogle Scholar
Mitchell, R., Tracy-Ventura, N., & McManus, K.
(2017) Anglophone students abroad: Identity, social relationships, and language learning. Abingdon/New York: Taylor & Francis. DOI logoGoogle Scholar
Paquot, M., & Granger, S.
(2012) Formulaic language in learner corpora. Annual Review of Applied Linguistics, 32 1, 130–149. DOI logoGoogle Scholar
Pérez-Vidal, C.
(2017) Study Abroad and ISLA. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 339–360). New York: Routledge. DOI logoGoogle Scholar
Pérez-Vidal, C., & Juan-Garau, M.
(2011) The effect of context and input conditions on oral and written development: A study abroad perspective. International Review of Applied Linguistics in Language Teaching, 49 (2), 157–185. DOI logoGoogle Scholar
Salaberry, M. R., White, K., & Burch, A. R.
(2019) Language learning and interactional experiences in Study Abroad settings. Study Abroad Research in Second Language Acquisition and International Education, 4 (1), 1–18. DOI logoGoogle Scholar
Sankoff, G., Thibault, P., Nagy, N., Blondeau, H., Fonollosa, M.-O., & Gagnon, L.
(1997) Variation in the use of discourse markers in a language contact situation. Language Variation and Change, 9 1, 191–217. DOI logoGoogle Scholar
Schiffrin, D.
(1987) Discourse markers. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Schmitt, N.
(2010) Researching vocabulary: A vocabulary research manual. London: Palgrave Macmillan. DOI logoGoogle Scholar
Terry, K. M. K.
(2017) Contact, context, and collocation: The emergence of sociostylistic variation in L2 French learners during Study Abroad. Studies in Second Language Aquisition, 39 (3), 553–578. DOI logoGoogle Scholar
Tyne, H.
(2017) The SAREP Project, ‘Study Abroad Research in European Perspective’. Study Abroad Research in Second Language Acquisition and International Education, 2 (1), 132–135. DOI logoGoogle Scholar
Wray, A.
(2002) Formulaic language and the lexicon. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Yu, G.
(2010) Lexical diversity in writing and speaking task performances. Applied Linguistics, 31 (2), 236–259. DOI logoGoogle Scholar
Cited by

Cited by 3 other publications

Boone, Griet & June Eyckmans
2023. Productive Collocation Knowledge in L2 German: Study Abroad and L1 Congruency. In Vocabulary Learning in the Wild,  pp. 67 ff. DOI logo
Mitchell, Rosamond
2023. Chapter 14. Researching study abroad. In Methods in Study Abroad Research [Research Methods in Applied Linguistics, 4],  pp. 345 ff. DOI logo
Thomas, Anita & Rosamond Mitchell
2022. Can variation in input explain variation in typical spoken target-language features during study abroad?. Journal of the European Second Language Association 6:1  pp. 60 ff. DOI logo

This list is based on CrossRef data as of 3 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.