This paper seeks to explore the relationship between academic literature, policy, and practice in terms of language learning within the specific context of refugee families who have recently reunited in Glasgow through the British Red Cross Family Reunion Integration Service. The paper presents research findings from a pilot teaching study, working collaboratively with participants within their first few weeks of arriving in Scotland to explore whether an ecological, multilingual approach to language learning is effective in this context. Building on principles of translanguaging with participants using their full “linguistic repertoire” (Garcia & Kleifgen, 2010) and drawing on Norton’s construct of “investment” (2013) the paper explores key themes of empowerment and identity in the classroom. The results enable us to draw conclusions regarding the balance of power in the classroom and the impact of the recognition of refugees’ own languages within the learning process.
{"title":"Can an Ecological, Multilingual Approach Help Us to Better Support Reunited Refugee Families in Scotland with Language Learning?","authors":"Sarah Cox","doi":"10.31261/tapsla.7805","DOIUrl":"https://doi.org/10.31261/tapsla.7805","url":null,"abstract":"This paper seeks to explore the relationship between academic literature, policy, and practice in terms of language learning within the specific context of refugee families who have recently reunited in Glasgow through the British Red Cross Family Reunion Integration Service. The paper presents research findings from a pilot teaching study, working collaboratively with participants within their first few weeks of arriving in Scotland to explore whether an ecological, multilingual approach to language learning is effective in this context. Building on principles of translanguaging with participants using their full “linguistic repertoire” (Garcia & Kleifgen, 2010) and drawing on Norton’s construct of “investment” (2013) the paper explores key themes of empowerment and identity in the classroom. The results enable us to draw conclusions regarding the balance of power in the classroom and the impact of the recognition of refugees’ own languages within the learning process.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41374386","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":"Dorota Werbińska (2017). The Formation of Language Teacher Identity. A Phenomenographic-Narrative Study","authors":"Joanna Rokita-Jaśków","doi":"10.31261/tapsla.8361","DOIUrl":"https://doi.org/10.31261/tapsla.8361","url":null,"abstract":"","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42642872","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 paper discusses the importance of student-generated feedback, that is, peer feedback and self-assessment in public service interpreter training. The importance of peer feedback and self-assessment is widely recognised in teaching and learning and benefits include: promoting analytical and critical thinking skills, students’ active participation in the learning process, promoting a collaborative model of teaching and learning, students’ responsibility and autonomy, to name but a few. However, their beneficial character can also be observed in public service interpreter training. The aim of the pilot study conducted among trainee interpreters (MA students) of public service interpreting course was to examine interpreting quality and compare positive (strengths) and negative aspects (weaknesses) of trainee interpreters’ performance identified by them by means of peer feedback and reflection (self-assessment). The trainees participated in simulated public service interpreting sessions and later were asked to reflect on their own as well as their peers’ performance. As seen from data analysis, there are discrepancies between peer feedback and reflection in the perception of students’ strengths and weaknesses and a negative trend can be observed in the case of reflection.
{"title":"Peer Feedback and Reflective Practice in Public Service Interpreter Training","authors":"Katarzyna Holewik","doi":"10.31261/tapsla.7809","DOIUrl":"https://doi.org/10.31261/tapsla.7809","url":null,"abstract":"The paper discusses the importance of student-generated feedback, that is, peer feedback and self-assessment in public service interpreter training. The importance of peer feedback and self-assessment is widely recognised in teaching and learning and benefits include: promoting analytical and critical thinking skills, students’ active participation in the learning process, promoting a collaborative model of teaching and learning, students’ responsibility and autonomy, to name but a few. However, their beneficial character can also be observed in public service interpreter training. The aim of the pilot study conducted among trainee interpreters (MA students) of public service interpreting course was to examine interpreting quality and compare positive (strengths) and negative aspects (weaknesses) of trainee interpreters’ performance identified by them by means of peer feedback and reflection (self-assessment). The trainees participated in simulated public service interpreting sessions and later were asked to reflect on their own as well as their peers’ performance. As seen from data analysis, there are discrepancies between peer feedback and reflection in the perception of students’ strengths and weaknesses and a negative trend can be observed in the case of reflection.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49540811","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":"Preface","authors":"Danuta Gabryś-Barker","doi":"10.31261/tapsla.7772","DOIUrl":"https://doi.org/10.31261/tapsla.7772","url":null,"abstract":"","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44449395","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}
Pub Date : 2019-06-30DOI: 10.31261/TAPSLA.2019.05.02
Teodor Petric
AbstractIn this paper psycholinguistic and emotional properties of 619 German idiomatic expressions are explored. The list of idiomatic expressions has been adapted from Citron et al. (2015), who have used it with German native speakers. In our study the same idioms were evaluated by Slovene learners of German as a foreign language. Our participants rated each idiom for emotional valence, emotional arousal, familiarity, concreteness, ambiguity (literality), semantic transparency and figurativeness. They also had the task to describe the meaning of the German idioms and to rate their confidence about the attributed meaning. The aims of our study were (1) to provide descriptive norms for psycholinguistic and affective properties of a large set of idioms in German as a second language, (2) to explore the relationships between psycholinguistic and affective properties of idioms in German as a second language, and (3) to compare the ratings of the German native speakers studied in Citron et al. (2015) with the ratings of the Slovene second language learners from our study. On one hand, the results of the Slovene participants show many similarities with those of of the German native speakers, on the other hand, they show a slight positivity bias and slightly shallower emotional processing of the German idioms. Our study provides data that could be useful for future studies investigating the role of affect in figurative language in a second language setting (methodology, translation science, language technology).
{"title":"Ratings of Affective and Non-Affective Aspects of German Idioms in Second Language Processing","authors":"Teodor Petric","doi":"10.31261/TAPSLA.2019.05.02","DOIUrl":"https://doi.org/10.31261/TAPSLA.2019.05.02","url":null,"abstract":"AbstractIn this paper psycholinguistic and emotional properties of 619 German idiomatic expressions are explored. The list of idiomatic expressions has been adapted from Citron et al. (2015), who have used it with German native speakers. In our study the same idioms were evaluated by Slovene learners of German as a foreign language. Our participants rated each idiom for emotional valence, emotional arousal, familiarity, concreteness, ambiguity (literality), semantic transparency and figurativeness. They also had the task to describe the meaning of the German idioms and to rate their confidence about the attributed meaning. The aims of our study were (1) to provide descriptive norms for psycholinguistic and affective properties of a large set of idioms in German as a second language, (2) to explore the relationships between psycholinguistic and affective properties of idioms in German as a second language, and (3) to compare the ratings of the German native speakers studied in Citron et al. (2015) with the ratings of the Slovene second language learners from our study. On one hand, the results of the Slovene participants show many similarities with those of of the German native speakers, on the other hand, they show a slight positivity bias and slightly shallower emotional processing of the German idioms. Our study provides data that could be useful for future studies investigating the role of affect in figurative language in a second language setting (methodology, translation science, language technology).","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43707510","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}
Pub Date : 2019-06-30DOI: 10.31261/TAPSLA.2019.05.09
E. Piechurska-Kuciel
{"title":"Danuta Wiśniewska, Action research in EFL pedagogy: Theory and analysis of practice. Poznań: Wydawnictwo Naukowe UAM, 2013. ISBN: 9788323226123, 414 pages","authors":"E. Piechurska-Kuciel","doi":"10.31261/TAPSLA.2019.05.09","DOIUrl":"https://doi.org/10.31261/TAPSLA.2019.05.09","url":null,"abstract":"","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45420986","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}
Pub Date : 2019-06-30DOI: 10.31261/TAPSLA.2019.05.07
Łukasz Matusz, A. Rakowska
The problem of teaching English to third-age students is among the issues in ELT which have gained increasing attention and interest in recent years. The aim of this paper is to identify difficulties in learning English as a foreign language reported by students taking part in language courses at third-age universities in Poland. The research is based on the questionnaire distributed among the group of 70 third-age students of English. The results show that the problems the learners report are cantered around their age- and health- related conditions, as well as their general attitudes concerning foreign language learning. It is hoped that the present study will constitute a minor contribution to the study of learning needs and expectations of senior students in Poland.
{"title":"Self-reported Difficulties in Learning English as a Second Language for Third-age Students in Poland","authors":"Łukasz Matusz, A. Rakowska","doi":"10.31261/TAPSLA.2019.05.07","DOIUrl":"https://doi.org/10.31261/TAPSLA.2019.05.07","url":null,"abstract":"The problem of teaching English to third-age students is among the issues in ELT which have gained increasing attention and interest in recent years. The aim of this paper is to identify difficulties in learning English as a foreign language reported by students taking part in language courses at third-age universities in Poland. The research is based on the questionnaire distributed among the group of 70 third-age students of English. The results show that the problems the learners report are cantered around their age- and health- related conditions, as well as their general attitudes concerning foreign language learning. It is hoped that the present study will constitute a minor contribution to the study of learning needs and expectations of senior students in Poland.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41450083","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}
Pub Date : 2019-06-30DOI: 10.31261/TAPSLA.2019.05.08
Danuta Gabryś-Barker
The book by Hadrian Lankiewicz entitled Teacher Language Awareness: A Collaborative Inquiry Based on Languaging is a very ambitious and pas sionate publication, not only demonstrating the Author’s excellent orientation in literature on the subject, but also the ability to apply it to his main concern as an academic teacher, which is the teacher-training of prospective EFL teachers. The monograph consists of 368 pages, embracing four chapters, a very exten sive bibliography of over 650 sources and a set of appendices, which consists of research instruments, tasks, and materials used in the empirical study itself. The Author decided—for a good reason—to offer an extensive theoretical back ground to his study (179 pages), compared to a much smaller empirical part (116 pages). It shows the Author’s concern for a strong theoretical grounding of his study, as well as a useful promotion of ideas not very well known or popular in glottodidactic research. The work presents precise definitions of the basis for the study, constructs used and their evolution, advocating the most recent approaches. It refers for example to the concept of language awareness (Andrews, 2007) emphasis ing the relationship between language and ideology, in which appropriacy of discourse in a given context should be of major concern to the language user, but also to any language educator (teacher). The Author rightly assumes the need to develop critical teacher language awareness, which should already have been initiated at the pre-service stage, that is, during teacher training at the university or college. The most substantial part of the theory (chapters 1–3) is a presentation of the ecological perspective, not only in glottodidactic research but also in its in up to the postmodernist era. This thor Danuta
{"title":"Hadrian Lankiewicz, Teacher Language Awareness: A Collaborative Inquiry Based on Languaging. Gdańsk: Wydawnictwo Uniwersytetu Gdańskiego, 2015, ISBN 978-7865-624-1, 368 pages","authors":"Danuta Gabryś-Barker","doi":"10.31261/TAPSLA.2019.05.08","DOIUrl":"https://doi.org/10.31261/TAPSLA.2019.05.08","url":null,"abstract":"The book by Hadrian Lankiewicz entitled Teacher Language Awareness: A Collaborative Inquiry Based on Languaging is a very ambitious and pas sionate publication, not only demonstrating the Author’s excellent orientation in literature on the subject, but also the ability to apply it to his main concern as an academic teacher, which is the teacher-training of prospective EFL teachers. The monograph consists of 368 pages, embracing four chapters, a very exten sive bibliography of over 650 sources and a set of appendices, which consists of research instruments, tasks, and materials used in the empirical study itself. The Author decided—for a good reason—to offer an extensive theoretical back ground to his study (179 pages), compared to a much smaller empirical part (116 pages). It shows the Author’s concern for a strong theoretical grounding of his study, as well as a useful promotion of ideas not very well known or popular in glottodidactic research. The work presents precise definitions of the basis for the study, constructs used and their evolution, advocating the most recent approaches. It refers for example to the concept of language awareness (Andrews, 2007) emphasis ing the relationship between language and ideology, in which appropriacy of discourse in a given context should be of major concern to the language user, but also to any language educator (teacher). The Author rightly assumes the need to develop critical teacher language awareness, which should already have been initiated at the pre-service stage, that is, during teacher training at the university or college. The most substantial part of the theory (chapters 1–3) is a presentation of the ecological perspective, not only in glottodidactic research but also in its in up to the postmodernist era. This thor Danuta","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43799887","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}
Pub Date : 2019-06-30DOI: 10.31261/TAPSLA.2019.05.06
L. Piasecka
Foreign language learning innvolves cognitive, affective and social functioning of the persons involved in this experience. As a social practice, it is also related to the learners’ perceptions of their identity, specifically to their language identity which refers to the relationship between one’s sense of self and the language used to communicate. This implies that using a system of communication, the speaker develops a new sense of self that remains in a dynamic relation with other senses of self, based on (an)other language(s) the person knows.Language learners’ identity is no longer defined as fixed and stable but as “complex, contradictory and multifaceted” (Norton 1997, p. 419). It is dynamic because learners enter into various discourses and negotiate their position within different communities of practice. Language both shapes and is shaped by identity of its users.This article discusses how students of English as a foreign language perceive the role of this language in their construction of selves/identity. First, postmodern conceptualisations of identity and identity categories are presented along with their relevance to the field of Second Language Acquisition. Second, selected empirical studies pertaining to adult immigrant contexts, foreign language contexts and study abroad contexts are briefly reported. Then the results of an empirical study on the students’ of English (n=83) perceptions of their identity in the context of foreign language study are introduced. The study revealed that most of the participants realise complex relations between language learning and their identity and are aware of the effects that studying English (as well as other foreign languages) has on them. English gave them new possibilities in life, allowed them to communicate with people worldwide and make friends with them. They have new and interesting prospects for the future. It affected their personality by making them more open-minded and tolerant of otherness. The knowledge of English gives the students power, prestige, and opportunities to live and work in a changing world of complex social relations.
{"title":"Foreign Language Students’ Perceptions of Their Identity","authors":"L. Piasecka","doi":"10.31261/TAPSLA.2019.05.06","DOIUrl":"https://doi.org/10.31261/TAPSLA.2019.05.06","url":null,"abstract":"Foreign language learning innvolves cognitive, affective and social functioning of the persons involved in this experience. As a social practice, it is also related to the learners’ perceptions of their identity, specifically to their language identity which refers to the relationship between one’s sense of self and the language used to communicate. This implies that using a system of communication, the speaker develops a new sense of self that remains in a dynamic relation with other senses of self, based on (an)other language(s) the person knows.Language learners’ identity is no longer defined as fixed and stable but as “complex, contradictory and multifaceted” (Norton 1997, p. 419). It is dynamic because learners enter into various discourses and negotiate their position within different communities of practice. Language both shapes and is shaped by identity of its users.This article discusses how students of English as a foreign language perceive the role of this language in their construction of selves/identity. First, postmodern conceptualisations of identity and identity categories are presented along with their relevance to the field of Second Language Acquisition. Second, selected empirical studies pertaining to adult immigrant contexts, foreign language contexts and study abroad contexts are briefly reported. Then the results of an empirical study on the students’ of English (n=83) perceptions of their identity in the context of foreign language study are introduced. The study revealed that most of the participants realise complex relations between language learning and their identity and are aware of the effects that studying English (as well as other foreign languages) has on them. English gave them new possibilities in life, allowed them to communicate with people worldwide and make friends with them. They have new and interesting prospects for the future. It affected their personality by making them more open-minded and tolerant of otherness. The knowledge of English gives the students power, prestige, and opportunities to live and work in a changing world of complex social relations.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45236685","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}
Pub Date : 2019-06-30DOI: 10.31261/TAPSLA.2019.05.05
Katarzyna Ożańska-Ponikwia, Angélica Carlet, Maria Pujol Valls
The Erasmus+ exchange programme has become very popular, with the numbers of student sojourners growing each year. However, it was observed that not all students benefit equally from the study abroad (SA) experience (c.f. Kinginger, 2008, 2009; Marijuan & Sanz, 2018; Mitchell, Tracy-Ventura & McManus, 2017; Regan, Howard & Lemée, 2009). Consequently, the main aim of the present study was to have a closer look at various factors that might contribute to the development of the target language among two small groups of students that self-selected themselves to do their language teaching practicum abroad, as a part of the Erasmus+ mobility program (n=6), or to do it at the local schools in the country of their residence (n=5). Both groups were examined prior their departure and after their arrival with a battery of tests that included: Oxford Placement test, Self-reported proficiency questionnaire, Oral proficiency test based on Cambridge Advanced exam, Language Engagement Questionnaire, Multicultural Personality Questionnaire(MPQ), Big Five Personality Questionnaire and Trait Emotional Intelligence Questionnaire (TEIQue). Our findings demonstrated that the majority of the Erasmus+ mobility program students examined in this study showed some greater linguistic progress when it comes to grammar and speaking in comparison to the home stay students. However, there were two cases that failed to progress after the stay abroad experience. Further analyses and interviews showed that some other factors like attitudes, language engagement and satisfaction from the Erasmus experience might in fact influence and shape target language development while abroad. At the same time, it could be speculated that in the case of researched informants their progress in grammar and speaking could be assigned mostly to the amount and quality of the language input outside of the classroom setting.
{"title":"L2 Gain or L2 Pain? A Comparative Case Study of the Target Language Development among the Erasmus+ Mobility Students and Home Stay Students","authors":"Katarzyna Ożańska-Ponikwia, Angélica Carlet, Maria Pujol Valls","doi":"10.31261/TAPSLA.2019.05.05","DOIUrl":"https://doi.org/10.31261/TAPSLA.2019.05.05","url":null,"abstract":"The Erasmus+ exchange programme has become very popular, with the numbers of student sojourners growing each year. However, it was observed that not all students benefit equally from the study abroad (SA) experience (c.f. Kinginger, 2008, 2009; Marijuan & Sanz, 2018; Mitchell, Tracy-Ventura & McManus, 2017; Regan, Howard & Lemée, 2009). Consequently, the main aim of the present study was to have a closer look at various factors that might contribute to the development of the target language among two small groups of students that self-selected themselves to do their language teaching practicum abroad, as a part of the Erasmus+ mobility program (n=6), or to do it at the local schools in the country of their residence (n=5). Both groups were examined prior their departure and after their arrival with a battery of tests that included: Oxford Placement test, Self-reported proficiency questionnaire, Oral proficiency test based on Cambridge Advanced exam, Language Engagement Questionnaire, Multicultural Personality Questionnaire(MPQ), Big Five Personality Questionnaire and Trait Emotional Intelligence Questionnaire (TEIQue). Our findings demonstrated that the majority of the Erasmus+ mobility program students examined in this study showed some greater linguistic progress when it comes to grammar and speaking in comparison to the home stay students. However, there were two cases that failed to progress after the stay abroad experience. Further analyses and interviews showed that some other factors like attitudes, language engagement and satisfaction from the Erasmus experience might in fact influence and shape target language development while abroad. At the same time, it could be speculated that in the case of researched informants their progress in grammar and speaking could be assigned mostly to the amount and quality of the language input outside of the classroom setting.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46734829","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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