This study takes a Usage-Based approach to the learning of French multiword expressions (MWEs) in Study Abroad (SA). MWEs are conventionalized form-meaning mappings, for example du coup (‘and so’) and en fait (‘actually’), and are assumed to be learned through repeated exposure. Based on this assumption, the study adopted a pretest/posttest design to explore how quantity of out-of-class target-language (TL) contact predicted the development of MWE knowledge among 41 Swedish students during a semester in France. MWE knowledge was assessed by a modified cloze test based on transcriptions of informal language use (www.clapi.fr) and TL contact information was obtained through the Language Engagement Questionnaire (McManus, Mitchell, & Tracy-Ventura, 2014). Contrary to expectations, the findings showed that quantity of out-of-class TL contact did not predict gains in MWE knowledge and add further counterevidence for the role of sheer quantity of TL contact for linguistic development in SA.
{"title":"Quantity of target language contact in study abroad and knowledge of\u0000 multiword expressions","authors":"Klara Arvidsson","doi":"10.1075/SAR.18001.ARV","DOIUrl":"https://doi.org/10.1075/SAR.18001.ARV","url":null,"abstract":"\u0000 This study takes a Usage-Based approach to the learning of\u0000 French multiword expressions (MWEs) in Study Abroad (SA). MWEs are\u0000 conventionalized form-meaning mappings, for example du coup\u0000 (‘and so’) and en fait (‘actually’), and are assumed to be\u0000 learned through repeated exposure. Based on this assumption, the study adopted a\u0000 pretest/posttest design to explore how quantity of out-of-class target-language\u0000 (TL) contact predicted the development of MWE knowledge among 41 Swedish\u0000 students during a semester in France. MWE knowledge was assessed by a modified\u0000 cloze test based on transcriptions of informal language use (www.clapi.fr) and TL contact\u0000 information was obtained through the Language Engagement Questionnaire (McManus, Mitchell, & Tracy-Ventura,\u0000 2014). Contrary to expectations, the findings showed that quantity of\u0000 out-of-class TL contact did not predict gains in MWE knowledge and add further\u0000 counterevidence for the role of sheer quantity of TL contact for linguistic\u0000 development in SA.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43466083","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}
Heritage language learners of Spanish are studying abroad in Spanish-speaking countries yet their linguistic evolution in Spanish is not addressed sufficiently in existing published scholarship. The current study consists of four case studies of US heritage speakers of Spanish studying abroad in Spanish-speaking countries different from their ancestors. Previous research on heritage speakers abroad has not addressed linguistic development. The current study attempts to fill this gap by using a variety of tasks to elicit the use of regional features to compare these heritage learners to second language learners and also first language learners who develop second dialects as a result of living abroad. The findings reveal changes in the production of regional features throughout the semester by three of the four learners of Spanish. These changes are attributed to shifts in identity coupled with proficiency level and contact with locals.
{"title":"Dialect and identity","authors":"A. George, Anne Hoffman-González","doi":"10.1075/SAR.17013.GEO","DOIUrl":"https://doi.org/10.1075/SAR.17013.GEO","url":null,"abstract":"\u0000Heritage language learners of Spanish are studying abroad in Spanish-speaking countries yet their linguistic evolution in Spanish is not addressed sufficiently in existing published scholarship. The current study consists of four case studies of US heritage speakers of Spanish studying abroad in Spanish-speaking countries different from their ancestors. Previous research on heritage speakers abroad has not addressed linguistic development. The current study attempts to fill this gap by using a variety of tasks to elicit the use of regional features to compare these heritage learners to second language learners and also first language learners who develop second dialects as a result of living abroad. The findings reveal changes in the production of regional features throughout the semester by three of the four learners of Spanish. These changes are attributed to shifts in identity coupled with proficiency level and contact with locals.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44168070","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}
While English plays a prominent role in universities across the globe, study abroad research has rarely considered English learning in non-Anglophone countries. This article presents a narrative case study of the experience of a Japanese exchange student in Thailand whose primary purpose for study abroad was to improve his English. Grounded in the notion of Individual Networks of Practice (Zappa-Hollman & Duff, 2015), the qualitative analysis will focus on the participant’s evolving social networks and reported communication practices as mediated through available subject positions and varying degrees of investment. Particularly, findings reveal the dissonance between his investment in native speaker English and the reality of using English as a lingua franca, which decidedly influenced the student’s (non-)participation in certain social groups and practices. Casting fresh light on globalization and language learning, the study offers a unique contribution to the study abroad literature and suggests avenues for further research and education.
{"title":"“Seriously, I came here to study English”","authors":"Daisuke Kimura","doi":"10.1075/SAR.17020.KIM","DOIUrl":"https://doi.org/10.1075/SAR.17020.KIM","url":null,"abstract":"\u0000While English plays a prominent role in universities across the globe, study abroad research has rarely considered\u0000English learning in non-Anglophone countries. This article presents a narrative case study of the experience of a Japanese\u0000exchange student in Thailand whose primary purpose for study abroad was to improve his English. Grounded in the notion of\u0000Individual Networks of Practice (Zappa-Hollman & Duff, 2015), the qualitative\u0000analysis will focus on the participant’s evolving social networks and reported communication practices as mediated through\u0000available subject positions and varying degrees of investment. Particularly, findings reveal the dissonance between his investment\u0000in native speaker English and the reality of using English as a lingua franca, which decidedly influenced the student’s\u0000(non-)participation in certain social groups and practices. Casting fresh light on globalization and language learning, the study\u0000offers a unique contribution to the study abroad literature and suggests avenues for further research and education.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45292724","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}
Some study abroad (SA) researchers use Facebook as a tool to reach participants or as the site or context of research. In Dressler and Dressler (2016), we examined the linguistic identity positioning of one sojourner in Facebook posts over two sojourns. In this paper, we determine the methodological affordances and challenges of the social media site as both a tool and context of research. We conclude that for the original study, using Facebook enabled us to download large amounts of observational data and study the identity positioning over time. Throughout the data collection, analysis, and writing, we encountered challenges regarding ownership of data, the dynamic nature of Facebook over the two time periods of the study, the use of photographs, and our focus on the textual aspects of posting. From this analysis, we provide recommendations for the use of Facebook in SA research moving forward.
{"title":"The methodological affordances and challenges of using Facebook to research study abroad","authors":"Roswita Dressler, A. Dressler","doi":"10.1075/SAR.17017.DRE","DOIUrl":"https://doi.org/10.1075/SAR.17017.DRE","url":null,"abstract":"\u0000Some study abroad (SA) researchers use Facebook as a tool to reach participants or as the site or context of\u0000research. In Dressler and Dressler (2016), we examined the linguistic identity\u0000positioning of one sojourner in Facebook posts over two sojourns. In this paper, we determine the methodological affordances and\u0000challenges of the social media site as both a tool and context of research. We conclude that for the original study, using\u0000Facebook enabled us to download large amounts of observational data and study the identity positioning over time. Throughout the\u0000data collection, analysis, and writing, we encountered challenges regarding ownership of data, the dynamic nature of Facebook over\u0000the two time periods of the study, the use of photographs, and our focus on the textual aspects of posting. From this analysis, we\u0000provide recommendations for the use of Facebook in SA research moving forward.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48629320","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}
{"title":"Language learning and interactional experiences in Study Abroad settings","authors":"M. Salaberry, K. White, A. R. Burch","doi":"10.1075/SAR.18015.SAL","DOIUrl":"https://doi.org/10.1075/SAR.18015.SAL","url":null,"abstract":"","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43404842","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}
Amanda Huensch, Nicole Tracy-Ventura, Judith Bridges, Jhon A. Cuesta Medina
This study explored the attrition / maintenance of second language (L2) proficiency by examining longitudinally the oral skills of a group of L2 French and L2 Spanish participants (n = 33) four years after study abroad, and three years after completing an undergraduate degree in languages. Multiple regressions were conducted to determine the extent to which language contact / use and attained proficiency at the end of study abroad could predict changes in fluency and oral proficiency. Results demonstrated that those variables that improved significantly during study abroad (e.g., speech rate) were maintained four years later. The amount of target language contact / use played a role in maintenance of aspects of fluency such as speech rate and frequency of silent pauses, whereas proficiency attained at the end of study abroad played a role in the use of corrections. Both language contact / use and proficiency attained are important variables in the long-term maintenance of overall proficiency.
{"title":"Variables affecting the maintenance of L2 proficiency and fluency four years post-study abroad","authors":"Amanda Huensch, Nicole Tracy-Ventura, Judith Bridges, Jhon A. Cuesta Medina","doi":"10.1075/SAR.17015.HUE","DOIUrl":"https://doi.org/10.1075/SAR.17015.HUE","url":null,"abstract":"\u0000This study explored the attrition / maintenance of second language (L2) proficiency by examining\u0000longitudinally the oral skills of a group of L2 French and L2 Spanish participants (n = 33) four years after\u0000study abroad, and three years after completing an undergraduate degree in languages. Multiple regressions were conducted to\u0000determine the extent to which language contact / use and attained proficiency at the end of study abroad could predict\u0000changes in fluency and oral proficiency. Results demonstrated that those variables that improved significantly during study abroad\u0000(e.g., speech rate) were maintained four years later. The amount of target language contact / use played a role in\u0000maintenance of aspects of fluency such as speech rate and frequency of silent pauses, whereas proficiency attained at the end of\u0000study abroad played a role in the use of corrections. Both language contact / use and proficiency attained are important\u0000variables in the long-term maintenance of overall proficiency.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48251321","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 field of study abroad (SA) research has paid scant attention to the perspectives of people with whom SA students interact in the host community (e.g., Kinginger, 2012), particularly to the perspectives of peers. This paper analyzes interviews conducted with eight English-speaking peers of Japanese SA students sojourning in Western Canada. Using membership categorization analysis (MCA) (Housley & Fitzgerald, 2015), it examines how peers used category-based rationales to claim or resist responsibilities related to the SA students’ language development. Findings point to the relevance of two local identity categories: friends and exchange students. Exchange students were constructed as responsible for ‘asking for help’ while peers constructed their own role as ‘helping when asked’. Peers also treated correction as an ‘unfriendly’ practice. In addition to providing insight into peers’ understandings of their roles in students’ learning, the analyses demonstrate how interview questions can shape the participants responses in meaningful ways.
{"title":"“As a friend, that’s the one thing I always am very conscious not to do”","authors":"Victoria Surtees","doi":"10.1075/SAR.17018.SUR","DOIUrl":"https://doi.org/10.1075/SAR.17018.SUR","url":null,"abstract":"\u0000The field of study abroad (SA) research has paid scant attention to the perspectives of people with whom SA students interact in the host community (e.g., Kinginger, 2012), particularly to the perspectives of peers. This paper analyzes interviews conducted with eight English-speaking peers of Japanese SA students sojourning in Western Canada. Using membership categorization analysis (MCA) (Housley & Fitzgerald, 2015), it examines how peers used category-based rationales to claim or resist responsibilities related to the SA students’ language development. Findings point to the relevance of two local identity categories: friends and exchange students. Exchange students were constructed as responsible for ‘asking for help’ while peers constructed their own role as ‘helping when asked’. Peers also treated correction as an ‘unfriendly’ practice. In addition to providing insight into peers’ understandings of their roles in students’ learning, the analyses demonstrate how interview questions can shape the participants responses in meaningful ways.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47610751","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}
As in every conversation, negotiation for control and connection is at the heart of communication in the study abroad homestay. Finding a comfortable footing on the control-and-connection continua (i.e., closeness versus distance, and hierarchy versus equality) is both a product and a process of language learning in the homestay. Drawing on interviews of all parties and recordings of homestay interactions, we present the dialectical interplay of control and connection through analysis of conversational narratives recounted at Chinese homestay dinner tables. We recruit Wertsch’s (1998) notion of mediated action to show how stories, as cultural tools, were employed by the hosts and students to construct moral injunctions and to cultivate closeness through mutual caring (guānxīn), affective gratification (qièyì), and attentiveness (tiēxīn). Findings of the study challenge assumptions about homestay communication as a power struggle only and underscore the importance of teaching students to appreciate the value of interpersonal exchange in homestay settings.
{"title":"The dialects of control and connection in the study abroad homestay","authors":"C. Kinginger, Sheng-Hsun Lee","doi":"10.1075/SAR.17014.KIN","DOIUrl":"https://doi.org/10.1075/SAR.17014.KIN","url":null,"abstract":"\u0000As in every conversation, negotiation for control and connection is at the heart of communication in the study\u0000abroad homestay. Finding a comfortable footing on the control-and-connection continua (i.e., closeness versus distance, and\u0000hierarchy versus equality) is both a product and a process of language learning in the homestay. Drawing on interviews of all\u0000parties and recordings of homestay interactions, we present the dialectical interplay of control and connection through analysis\u0000of conversational narratives recounted at Chinese homestay dinner tables. We recruit Wertsch’s\u0000(1998) notion of mediated action to show how stories, as cultural tools, were employed by the hosts and students to\u0000construct moral injunctions and to cultivate closeness through mutual caring (guānxīn), affective gratification\u0000(qièyì), and attentiveness (tiēxīn). Findings of the study challenge assumptions about\u0000homestay communication as a power struggle only and underscore the importance of teaching students to appreciate the value of\u0000interpersonal exchange in homestay settings.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48767544","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}
Roswita Dressler, Katherine Crossman, C. Kawalilak
Participants in study abroad (SA) programs (sojourners) are often encouraged to blog as a form of reflective writing, yet little is known about this practice. Generally, reflection facilitates sojourners’ engagement in their personal and professional growth. Drawing from two different but complementary frameworks, we analyzed blogs from 51 sojourners in short-term SA volunteer teaching placements to examine the reflection that occurred through their writing. The two frameworks revealed different aspects of blogging practices: types of reflection (Maarof, 2007) were primarily descriptive, but intercultural communicative competence learning (Elola & Oskoz, 2008) examples were more numerous and varied, documenting sojourners’ navigation of culture in SA. Sojourners did not typically use their blogs for dialogic or critical reflection, instead chronicling experiences or representing reflection as completed actions. Although blogging can be useful for reflection in SA, the results from this study suggest that careful scaffolding may be necessary to encourage critical reflection.
{"title":"Blogging for intercultural communicative competence in study abroad programs","authors":"Roswita Dressler, Katherine Crossman, C. Kawalilak","doi":"10.1075/sar.21028.dre","DOIUrl":"https://doi.org/10.1075/sar.21028.dre","url":null,"abstract":"\u0000 Participants in study abroad (SA) programs (sojourners) are often encouraged to blog as a form of reflective\u0000 writing, yet little is known about this practice. Generally, reflection facilitates sojourners’ engagement in their personal and\u0000 professional growth. Drawing from two different but complementary frameworks, we analyzed blogs from 51 sojourners in short-term\u0000 SA volunteer teaching placements to examine the reflection that occurred through their writing. The two frameworks revealed\u0000 different aspects of blogging practices: types of reflection (Maarof, 2007) were primarily descriptive, but intercultural\u0000 communicative competence learning (Elola & Oskoz, 2008) examples were more numerous\u0000 and varied, documenting sojourners’ navigation of culture in SA. Sojourners did not typically use their blogs for dialogic or\u0000 critical reflection, instead chronicling experiences or representing reflection as completed actions. Although blogging can be\u0000 useful for reflection in SA, the results from this study suggest that careful scaffolding may be necessary to encourage critical\u0000 reflection.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59084095","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 current study examines the combined effect of type and quantity of contact with the target language on the second language development of a variable structure, ‘subject pronoun expression’ in L2 Spanish. A written contextualized task and a language contact questionnaire were given to 26 second language learners of Spanish before and after a six-week study abroad in Valencia, Spain. Their selection of overt and null subject pronouns was compared to native speakers from the study abroad region as well as to learners and native speakers in previous research in a US university context. Results suggest that learners with higher rates of self-reported contact with native speakers while abroad approximate the Valencian native speaker norms more at the end of study abroad than those who report fewer contact hours. However, differences between the groups at the beginning of study abroad indicate that characteristics other than contact hours also differentiate the two learner groups.
{"title":"Acquisition, study abroad and individual differences","authors":"Bret Linford, Sara Zahler, M. Whatley","doi":"10.1075/SAR.17003.LIN","DOIUrl":"https://doi.org/10.1075/SAR.17003.LIN","url":null,"abstract":"\u0000 The current study examines the combined effect of type and quantity of contact with the target language on the second language\u0000 development of a variable structure, ‘subject pronoun expression’ in L2 Spanish. A written contextualized task and a language\u0000 contact questionnaire were given to 26 second language learners of Spanish before and after a six-week study abroad in Valencia,\u0000 Spain. Their selection of overt and null subject pronouns was compared to native speakers from the study abroad region as well as\u0000 to learners and native speakers in previous research in a US university context. Results suggest that learners with higher rates\u0000 of self-reported contact with native speakers while abroad approximate the Valencian native speaker norms more at the end of study\u0000 abroad than those who report fewer contact hours. However, differences between the groups at the beginning of study abroad\u0000 indicate that characteristics other than contact hours also differentiate the two learner groups.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47987736","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：