Phrasal verbs are highly common in informal discourse among native English speakers, yet they pose extraordinary difficulty to second language (L2) English learners. Informed by usage-based theory, this mixed-methods study attempted to determine the relationship between the amount of out-of-class English exposure in study abroad and the phrasal verb knowledge of international adult students in the United Kingdom. It also brought foundation program students (i.e., students in a preparation course for university degrees), a previously under-researched study-abroad population, under the spotlight. One hundred and eighteen foundation program students at a British university completed a modified Language Contact Profile and a productive phrasal verb test. Nine students were interviewed to further unravel how they acquired phrasal verbs via informal language contact. Analyses revealed a significant positive relationship between speaking English with international friends and phrasal verb knowledge. Hierarchical regression identified that overall English proficiency, spoken input contact, and non-interactive language contact were significant predictors of phrasal verb scores. This study points to the importance of having meaningful, emotionally enjoyable, and regular L2 contact to formulaic language competence during study abroad.
{"title":"“You just picked it up”","authors":"Siyang Zhou, Jessica Briggs Baffoe-Djan","doi":"10.1075/sar.21040.zho","DOIUrl":"https://doi.org/10.1075/sar.21040.zho","url":null,"abstract":"\u0000 Phrasal verbs are highly common in informal discourse among native English speakers, yet they pose extraordinary\u0000 difficulty to second language (L2) English learners. Informed by usage-based theory, this mixed-methods study attempted to\u0000 determine the relationship between the amount of out-of-class English exposure in study abroad and the phrasal verb knowledge of\u0000 international adult students in the United Kingdom. It also brought foundation program students (i.e., students in a preparation\u0000 course for university degrees), a previously under-researched study-abroad population, under the spotlight. One hundred and\u0000 eighteen foundation program students at a British university completed a modified Language Contact Profile and a productive\u0000 phrasal verb test. Nine students were interviewed to further unravel how they acquired phrasal verbs via informal language\u0000 contact. Analyses revealed a significant positive relationship between speaking English with international friends and phrasal\u0000 verb knowledge. Hierarchical regression identified that overall English proficiency, spoken input contact, and non-interactive\u0000 language contact were significant predictors of phrasal verb scores. This study points to the importance of having meaningful,\u0000 emotionally enjoyable, and regular L2 contact to formulaic language competence during study abroad.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43009272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study abroad (SA) context is assumed to be ideal for second language (L2) learning because of the opportunities it provides to use the target language (TL) and to socialize with TL speakers. Although research conducted before the COVID-19 pandemic generally confirms this assumption, little is known about how the COVID-19 pandemic modified conditions for L2 learning in a SA context. This study contributes by documenting Swedish French language students’ patterns of TL use and perceived linguistic progress in a SA context in France during the COVID-19 pandemic (spring 2021) and compares these data with data from an equivalent group of Swedish French language students who studied in France before the pandemic. The results suggest that the SA context provided advantageous learning conditions even during the pandemic.
{"title":"Studying abroad during and before the COVID-19 pandemic","authors":"Klara Arvidsson","doi":"10.1075/sar.21029.arv","DOIUrl":"https://doi.org/10.1075/sar.21029.arv","url":null,"abstract":"\u0000 The study abroad (SA) context is assumed to be ideal for second language (L2) learning because of the\u0000 opportunities it provides to use the target language (TL) and to socialize with TL speakers. Although research conducted before\u0000 the COVID-19 pandemic generally confirms this assumption, little is known about how the COVID-19 pandemic modified conditions for\u0000 L2 learning in a SA context. This study contributes by documenting Swedish French language students’ patterns of TL use and\u0000 perceived linguistic progress in a SA context in France during the COVID-19 pandemic (spring 2021) and compares these data with\u0000 data from an equivalent group of Swedish French language students who studied in France before the pandemic. The results suggest\u0000 that the SA context provided advantageous learning conditions even during the pandemic.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42055895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The “social turn” in ongoing efforts to understand L2 acquisition in study abroad has brought about valuable additions to the literature, encouraging researchers to consider notions of identity in study abroad such as gender, class, nationality, race, and sex. This study focuses on an under-researched aspect of identity abroad: religiosity, and the benefit of pre-existing beliefs to find, create, and become a member of religious communities of practice for personal support – during what can be a difficult time of adjustment and homesickness – as well as for practice and learning in the L2. Findings indicate that joining religious communities of practice while abroad can encourage L2 learning while supporting critical notions of the L2 learner’s identity.
{"title":"L2 learning and religious communities of practice in study\u0000 abroad","authors":"L. C. Edwards","doi":"10.1075/sar.21011.edw","DOIUrl":"https://doi.org/10.1075/sar.21011.edw","url":null,"abstract":"\u0000 The “social turn” in ongoing efforts to understand L2\u0000 acquisition in study abroad has brought about valuable additions to the\u0000 literature, encouraging researchers to consider notions of identity in study\u0000 abroad such as gender, class, nationality, race, and sex. This study focuses on\u0000 an under-researched aspect of identity abroad: religiosity, and the benefit of\u0000 pre-existing beliefs to find, create, and become a member of religious\u0000 communities of practice for personal support – during what can be a difficult\u0000 time of adjustment and homesickness – as well as for practice and learning in\u0000 the L2. Findings indicate that joining religious communities of practice while\u0000 abroad can encourage L2 learning while supporting critical notions of the L2\u0000 learner’s identity.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45252130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sybille Heinzmann, Robert Hilbe, Lukas Bleichenbacher, Kristina Ehrsam
This article presents a comparative case study analysis of two mobility students who, during the first wave of the COVID-19 pandemic, had to terminate their stay abroad early and return home after seven and eleven weeks, respectively. The study aims to shed light on the impact of the outbreak of the pandemic on students’ social contacts and their re-adaptation back home, drawing on interview and questionnaire data. The interview data were analyzed using qualitative content analysis and suggest that, while the outbreak of the COVID-19 pandemic was a stressful experience for both students, which impacted the social contacts they entertained and their re-adaptation at home, the two students’ experiences also differed in many ways. We argue that these differences may be attributable to the social contacts the students maintained prior to the outbreak of the pandemic, the goals associated with the stay abroad, and the students’ coping strategies.
{"title":"Returning to a new normal","authors":"Sybille Heinzmann, Robert Hilbe, Lukas Bleichenbacher, Kristina Ehrsam","doi":"10.1075/sar.21037.hei","DOIUrl":"https://doi.org/10.1075/sar.21037.hei","url":null,"abstract":"\u0000 This article presents a comparative case study analysis of two\u0000 mobility students who, during the first wave of the COVID-19 pandemic, had to\u0000 terminate their stay abroad early and return home after seven and eleven weeks,\u0000 respectively. The study aims to shed light on the impact of the outbreak of the\u0000 pandemic on students’ social contacts and their re-adaptation back home, drawing\u0000 on interview and questionnaire data. The interview data were analyzed using\u0000 qualitative content analysis and suggest that, while the outbreak of the\u0000 COVID-19 pandemic was a stressful experience for both students, which impacted\u0000 the social contacts they entertained and their re-adaptation at home, the two\u0000 students’ experiences also differed in many ways. We argue that these\u0000 differences may be attributable to the social contacts the students maintained\u0000 prior to the outbreak of the pandemic, the goals associated with the stay\u0000 abroad, and the students’ coping strategies.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44613354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates the effects of an immersion experience on the lexical development of Spanish heritage language learners (HLLs) and second language learners (L2Ls) abroad. Data were collected from 21 Spanish HLLs and 33 L2Ls who spent a semester abroad. Lexical development was assessed based on written narratives collected before and after the semester. The narratives were analyzed to determine the impact of study abroad on three measures of lexical development: density, diversity, and sophistication. Lexical sophistication was assessed based on Spanish frequency data from the Corpus del Español (Davies, 2006) using the log-transformed frequency count. Results indicate a significant increase over time in lexical density for HLLs but not L2Ls, and a significant decrease in lexical sophistication for both groups. Findings are discussed in light of previous research on study abroad and the analysis of lexical development.
{"title":"Lexical development of Spanish heritage and L2 learners in a study abroad setting","authors":"Laura Marqués-Pascual, Irene Checa-García","doi":"10.1075/sar.21012.mar","DOIUrl":"https://doi.org/10.1075/sar.21012.mar","url":null,"abstract":"\u0000 This study investigates the effects of an immersion experience on the lexical development of Spanish heritage\u0000 language learners (HLLs) and second language learners (L2Ls) abroad. Data were collected from 21 Spanish HLLs and 33 L2Ls who\u0000 spent a semester abroad. Lexical development was assessed based on written narratives collected before and after the semester. The\u0000 narratives were analyzed to determine the impact of study abroad on three measures of lexical development: density, diversity, and\u0000 sophistication. Lexical sophistication was assessed based on Spanish frequency data from the Corpus del Español\u0000 (Davies, 2006) using the log-transformed frequency count. Results indicate a\u0000 significant increase over time in lexical density for HLLs but not L2Ls, and a significant decrease in lexical sophistication for\u0000 both groups. Findings are discussed in light of previous research on study abroad and the analysis of lexical development.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42240906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines the request development of eight UK-based students during their stay abroad (SA) year in Germany or Austria. Open-ended roleplays were used to elicit 144 requests before, during, and after SA, and to track the development of external and internal request-mitigation strategies and deictic orientation. Semi-structured interviews and a language-engagement questionnaire were carried out to determine which contextual factors most influenced students’ pragmalinguistic development during SA. Participants mainly used conventionally indirect hearer dominant request strategies pre-sojourn. Whilst abroad, sojourners’ requests became more direct and mostly speaker dominant, whilst participants increasingly favored external mitigation strategies and, to a lesser extent, use of the internal-mitigation strategy upgrader. Of the factors hypothesized to be influential in their acquiring pragmalinguistic competence, participants’ awareness of differences in linguistic politeness, followed by their sense of identity in the host community and degree of interaction with the host community, influenced pre- to in-sojourn pragmalinguistic changes the most.
{"title":"Learning how to request in German during stay abroad","authors":"Denise Kaltschütz","doi":"10.1075/sar.17007.kal","DOIUrl":"https://doi.org/10.1075/sar.17007.kal","url":null,"abstract":"\u0000 This study examines the request development of eight UK-based students during their stay abroad (SA) year in\u0000 Germany or Austria. Open-ended roleplays were used to elicit 144 requests before, during, and after SA, and to track the\u0000 development of external and internal request-mitigation strategies and deictic orientation. Semi-structured interviews and a\u0000 language-engagement questionnaire were carried out to determine which contextual factors most influenced students’\u0000 pragmalinguistic development during SA. Participants mainly used conventionally indirect hearer dominant request strategies\u0000 pre-sojourn. Whilst abroad, sojourners’ requests became more direct and mostly speaker dominant, whilst participants increasingly\u0000 favored external mitigation strategies and, to a lesser extent, use of the internal-mitigation strategy upgrader. Of the factors\u0000 hypothesized to be influential in their acquiring pragmalinguistic competence, participants’ awareness of differences in\u0000 linguistic politeness, followed by their sense of identity in the host community and degree of interaction with the host\u0000 community, influenced pre- to in-sojourn pragmalinguistic changes the most.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42058639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Thirty-seven second language (L2) learners of Japanese (21 L1 English, 16 L1 Chinese) participated in an eight-week study abroad (SA) program to Japan. Pre- and post-SA oral proficiency interviews were used for ACTFL-level assessments and ratings of component skills (pronunciation, fluency, grammatical accuracy, vocabulary/content, interaction skills). Surveys measured socio-affective variables and L2 engagement (using a modified Language Contact Profile). Thirty-six participants increased in ACTFL level. Both L1 groups showed a significant increase in component skills and perceived competence. For L1 Chinese participants, pre-SA perceived competence significantly correlated with time spent in brief exchanges using Japanese. For L1 English participants, gains in interaction scores remained significant after controlling for the significant increase in positive communication affect. Thematic analysis of participants’ journals revealed the homestay environment was the nexus of activities supporting communication skill development through exchanges of viewpoints and culture learning, frequently over dinner. Homestays also contributed to developing greater L2 speaking confidence.
{"title":"Changes in second-language learners’ oral skills and socio-affective profile following short-term study abroad to Japan","authors":"D. Hardison, Tomoko Okuno","doi":"10.1075/sar.21023.har","DOIUrl":"https://doi.org/10.1075/sar.21023.har","url":null,"abstract":"\u0000 Thirty-seven second language (L2) learners of Japanese (21 L1 English, 16 L1 Chinese) participated in an\u0000 eight-week study abroad (SA) program to Japan. Pre- and post-SA oral proficiency interviews were used for ACTFL-level assessments\u0000 and ratings of component skills (pronunciation, fluency, grammatical accuracy, vocabulary/content, interaction skills). Surveys\u0000 measured socio-affective variables and L2 engagement (using a modified Language Contact Profile). Thirty-six participants\u0000 increased in ACTFL level. Both L1 groups showed a significant increase in component skills and perceived competence. For L1\u0000 Chinese participants, pre-SA perceived competence significantly correlated with time spent in brief exchanges using Japanese. For\u0000 L1 English participants, gains in interaction scores remained significant after controlling for the significant increase in\u0000 positive communication affect. Thematic analysis of participants’ journals revealed the homestay environment was the nexus of\u0000 activities supporting communication skill development through exchanges of viewpoints and culture learning, frequently over\u0000 dinner. Homestays also contributed to developing greater L2 speaking confidence.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45738947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Study abroad (SA), as a high-impact educational practice, entails knowledge and understanding of culture and a travel mindset. While pre-travel orientations assist students in program preparations, the efficacy of such training is unknown and the path for improvement unclear without reflection or feedback. In this article, we report on the design and scoring of an assessment tool focusing on student self-reflection. Over 200 students preparing for SA completed knowledge-based multiple-choice questions, as well as cultural competency and reflection-based free-response questions. This learning-by-doing intervention survey provided data on students’ understanding of host-country logistics, awareness of culture-specific practices, recognition of cultural symbols, and program fit with students’ goals. Student learning outcomes (SLOs) of SA orientation were aggregated primarily by gender, discipline, and SA requirements. Implementing a pre-departure assessment as an instructional tool stimulated reflection and identified discipline- and gender-specific SLOs to assist in designing future orientations for an improved SA experience.
{"title":"Evaluating pretravel study-abroad instruction utilizing curricular intervention and customized assessment","authors":"Raychel Vasseur, Thanh Duc Bui, P. Paré","doi":"10.1075/sar.21008.vas","DOIUrl":"https://doi.org/10.1075/sar.21008.vas","url":null,"abstract":"\u0000 Study abroad (SA), as a high-impact educational practice, entails knowledge and understanding of culture and a\u0000 travel mindset. While pre-travel orientations assist students in program preparations, the efficacy of such training is unknown\u0000 and the path for improvement unclear without reflection or feedback. In this article, we report on the design and scoring of an\u0000 assessment tool focusing on student self-reflection. Over 200 students preparing for SA completed knowledge-based multiple-choice\u0000 questions, as well as cultural competency and reflection-based free-response questions. This learning-by-doing intervention survey\u0000 provided data on students’ understanding of host-country logistics, awareness of culture-specific practices, recognition of\u0000 cultural symbols, and program fit with students’ goals. Student learning outcomes (SLOs) of SA orientation were aggregated\u0000 primarily by gender, discipline, and SA requirements. Implementing a pre-departure assessment as an instructional tool stimulated\u0000 reflection and identified discipline- and gender-specific SLOs to assist in designing future orientations for an improved SA\u0000 experience.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42489366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Employing an ecological framework, this study explores learners’ visual representation of their language learning practices and environments beyond the classroom in an Australian context. Specifically, this study’s aim is to better understand the features of individual language learning environments, the role of self-reflection, and the affordances involved in the construction of these environments. One hundred and seventy international students enrolled in English Language Intensive Courses for Overseas Students (ELICOS) in Sydney drew mind maps on “Activities to improve my English in Australia.” The mind maps were analyzed thematically using NVivo 11 software and subsequent themes were developed. Findings showed individual differences in features of language learning environments, learners’ perceptions of their affordances, and insight into the degree of learner agency as seen from the visualization. This article closes by discussing the implications for using such visual materials in second language pedagogy in order to understand student language learning beyond the classroom.
{"title":"Visualizing language learning environments beyond the classroom in study abroad","authors":"Mayumi Kashiwa","doi":"10.1075/sar.21003.kas","DOIUrl":"https://doi.org/10.1075/sar.21003.kas","url":null,"abstract":"\u0000 Employing an ecological framework, this study explores learners’ visual representation of their language learning\u0000 practices and environments beyond the classroom in an Australian context. Specifically, this study’s aim is to better understand\u0000 the features of individual language learning environments, the role of self-reflection, and the affordances involved in the\u0000 construction of these environments. One hundred and seventy international students enrolled in English Language Intensive Courses for Overseas\u0000 Students (ELICOS) in Sydney drew mind maps on “Activities to improve my English in Australia.” The mind maps were analyzed\u0000 thematically using NVivo 11 software and subsequent themes were developed. Findings showed individual differences in features of\u0000 language learning environments, learners’ perceptions of their affordances, and insight into the degree of learner agency as seen\u0000 from the visualization. This article closes by discussing the implications for using such visual materials in second language pedagogy in order\u0000 to understand student language learning beyond the classroom.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44004587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines the progress made by a group of ERASMUS students in their use of the Spanish Preterite and Imperfect during a stay abroad. Advanced learners of Spanish (N = 12) and native speakers (N = 12) completed an impersonal narrative-based forced-choice test (INT) and an explicit knowledge questionnaire (EKQ). Results from the INT partially confirm the findings of previous studies which indicate that the expression of grounding distinguishes learners from native speakers. Our data show that only the foreground clearly distinguishes between the two groups, not the background. Responses to the EKQ reveal that learners use a variety of mechanisms for their selection of past tense morphology: formal instruction, translation into their L1, knowledge of other L2s and conversation with native speakers. This article suggests further research be undertaken to examine the impact of the learning context on students’ use of past tense morphology.
{"title":"Advanced learners of Spanish abroad","authors":"Margaret Soule, C. Pérez-Vidal","doi":"10.1075/sar.20003.sou","DOIUrl":"https://doi.org/10.1075/sar.20003.sou","url":null,"abstract":"\u0000This study examines the progress made by a group of ERASMUS students in their use of the Spanish Preterite and Imperfect during a stay abroad. Advanced learners of Spanish (N = 12) and native speakers (N = 12) completed an impersonal narrative-based forced-choice test (INT) and an explicit knowledge questionnaire (EKQ). Results from the INT partially confirm the findings of previous studies which indicate that the expression of grounding distinguishes learners from native speakers. Our data show that only the foreground clearly distinguishes between the two groups, not the background. Responses to the EKQ reveal that learners use a variety of mechanisms for their selection of past tense morphology: formal instruction, translation into their L1, knowledge of other L2s and conversation with native speakers. This article suggests further research be undertaken to examine the impact of the learning context on students’ use of past tense morphology.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":"297 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41311190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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