Assessing the type and quantity of out-of-class foreign language (L2) interaction that learners engage in is crucial in study abroad research. This assessment has commonly been performed with the Language Contact Profile (LCP). This article critically appraises the LCP as a measure for providing reliable data to correlate language interaction with language gains. Information about the L2 use of U.S. university students studying in Argentina was obtained using quantitative (LCP) and qualitative (interview, authentic interaction, and observation) measures. The results suggest that some LCP items were ambiguous and limited in their ability to capture fluctuations in students’ local engagement throughout the semester. The LCP also provided internally inconsistent participant reports of out-of-class L2 use. Notably, the results highlight the importance of considering discourse quality when comparing hours of interaction reported by different students, suggesting that numerical comparisons across participants cannot be interpreted to necessarily lead to comparable language gains.
(2015) Social circles during residence abroad. In R. Mitchell, N. Tracy-Ventura, & K. McManus (Eds.), Social interaction, identity and language learning during residence abroad (pp. 33–51). Reggio Emilia: EUROSLA Monographs Series 4.
(2011) Study abroad research: Findings, implications and future directions. In M.H. Long & C.J. Doughty (Eds.), The handbook of language teaching (pp. 218–233). Malden, MA: Wiley-Blackwell.
(1985) The use of the target language in context and second language proficiency. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 257–265). Rowley, MA: Newbury House.
(1986) From learning to acquisition? Foreign language development in a U.S. classroom and during a semester abroad. Unpublished doctoral dissertation, Stanford University.
(2014) The impact of study abroad on the acquisition of sociopragmatic variation patterns. The case of non-native speaker English teachers. Bern: Peter Lang.
(2004) A comparison of reading development by learners of Japanese in intensive domestic immersion and study abroad contexts. Studies in Second Language Acquisition, 261, 303–327.
Dewey, D.P., Belnap, R.K., & Hilstrom, R
(2013) Social network development, language use, and language acquisition during study abroad: Arabic language learners’ perspectives. Frontiers: The Interdisciplinary Journal of Study Abroad, 211, 84–110.
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, 681, 111–137.
Dewey, D.P., Ring, S., Gardner, D., & Belnap, R.K
(2013) Social network formation and development during study abroad in the Middle East. System: An International Journal of Educational Technology and Applied Linguistics, 411, 269–282.
(2013) Social networks and youngspeak in study abroad. Unpublished doctoral dissertation, Pennsylvania State University.
(1990) Language learning in a study abroad context: The effects of interactive and non-interactive out-of-class contact on grammatical achievement and oral proficiency. In J.E. Alatis (Ed.), Georgetown University Round Table on languages and linguistics: Linguistics, language teaching, and language acquisition: The interdependence of theory, practice, and research (pp. 459–477). Washington, DC: Georgetown University Press.
(2006) Study abroad social networks, motivation and attitudes: Implications for second language acquisition. In M. DuFon & E. Churchill (Eds.), Language learners in study abroad contexts (pp. 231–258). Clevedon: Multilingual Matters.
(2009) Language learning and study abroad: A critical reading of research. Basingstoke: Palgrave Macmillan.
(2011) Enhancing language learning in study abroad. Annual Review of Applied Linguistics, 311, 58–73.
(1993) Context and culture in language teaching. Oxford: Oxford University Press.
Larson-Hall, J., & Herrington, R
(2010) Improving data analysis in second language acquisition by utilizing modern developments in applied statistics. Applied Linguistics, 311, 368 –190.
Magnan, S.S., & Back, M
(2007) Social interaction and linguistic gain during study abroad. Foreign Language Annals, 40(1), 43–61.
Marsden, E., Mackey A., & Plonsky, L
(2016) The IRIS Repository: Advancing research practice and methodology. In A. Mackey & E. Marsden (Eds.), Advancing methodology and practice: The IRIS Repository of Instruments for Research into Second Languages (pp. 1–21). New York: Routledge.
(2004) Hindsight is 20/20: Student perceptions of language learning and the study abroad experience. Frontiers: The Interdisciplinary Journal of Study Abroad, 431, 503–530.
(2014) Social networks, target language interaction and second language acquisition during the year abroad: A longitudinal study. ESRC End of Award Report, RES-062-23-2996. Swindon: ESRC.
Plonsky, L., Egbert, J., & LaFlair, G.T
(2015) Bootstrapping in applied linguistics: Assessing its potential using shared data. Applied Linguistics, 36(5), 591–610.
Ring, S.A., Gardner, D., & Dewey, D.P
(2013) Social network development during study abroad in Japan. In K. Kondo- Brown, Y. Saito-Abbott, S. Satsutani, M. Tsutsui, & A. Wehmeyer (Eds.), New perspectives on Japanese language learning, linguistics, and culture (pp. 95–122). Honolulu: University of Hawai’i, National Foreign Language Resource Center.
Schwieter, J.W., & Ferreira, A
(2014) Intersections of study abroad, social capital, and second language acquisition. In M. Mantero, J.L. Watzke, & P.C. Miller (Eds.), Readings in language studies, vol. 4: Language and social justice (pp. 107–128). Granville, MI: International Society for Language Studies.
Schwieter, J.W., & Kunert, S
(2012) Short-term study abroad and cultural sessions: Issues of L2 development, identity, and socialization. In P.C. Miller, J. Watze, & M. Mantero (Eds.), Readings in language studies, vol. 3: Critical language studies: Focusing on identity (pp. 587–604). New York: International Society for Language Studies.
Segalowitz, N., & Freed, B
(2004) Context, contact, and cognition in oral fluency acquisition. Learning Spanish in at home and study abroad contexts. Studies in Second Language Acquisition, 261, 173–199.
(1977) Does practice make perfect? A study of interaction patterns and L2 competence. Language Learning, 271, 263–278.
Smith, M., Giraud-Carrier, C., Dewey, D., Ring, S., & Gore, D
(2011) Social capital and language acquisition during study abroad. In L. Carlson, C. Hoelscher, & T. Shipley (Eds.), Proceedings of the 33rd annual conference of the cognitive science society. Austin, TX: Cognitive Science Society.
(1986) The interaction between types of contact and types of instruction: Some effects on the second language proficiency of adult learners. Studies in Second Language Acquisition, 81, 181–199.
(2008) Cognition, language contact, and the development of pragmatic comprehension in a study-abroad context. Language Learning, 581, 33–71.
2017. Oral fluency, sociolinguistic competence, and language contact: Arabic learners studying abroad in Egypt. System 69 ► pp. 54 ff.
2021. Arabic Study Abroad. In The Cambridge Handbook of Arabic Linguistics, ► pp. 106 ff.
Zhou, Siyang & Jessica Briggs Baffoe-Djan
2023. “You just picked it up”. Study Abroad Research in Second Language Acquisition and International Education 8:1 ► pp. 142 ff.
This list is based on CrossRef data as of 28 may 2023. 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.