Preparedness for Study Abroad: Comparing the Linguistic Outcomes of a Short-Term Spanish Program by Third, Fourth and Sixth Semester L2 Learners
DOI:
https://doi.org/10.36366/frontiers.v18i1.259Keywords:
Study abroad, Education abroad, Language courses, Language development, Short-term, Second language developmentAbstract
The present study examines second language development in a short-term program based on the number of courses that learners have completed prior to their abroad experience. However, it does not presume that longer seat time before studying abroad equals proportionately higher linguistic returns. Rather, it aims to describe what kind of language development occurs in the short-term study abroad environment based on learners’ previous language experience. This descriptive approach allows us to take into account the individual variation that characterizes study abroad learning outcomes (Segalowitz et al., 2004). It also brings a level of detail that is useful in investigating optimal timing conditions toward the study abroad experience, that is, a threshold level at which learners are primed to benefit most from study abroad (Segalowitz & Freed, 2004).
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References
Brecht, R. D., Davidson, D. E., and Ginsberg, R. B. (1995). Predictors of foreign language gains during study abroad. In B. Freed (Ed.), Second language acquisition in a study abroad context. (pp. 37–66). Philadelphia: John Benjamins.
Collentine, J. (2004). The effects of learning contexts on morphosyntactic and lexical development. Studies in Second Language Acquisition, 26, 227–248.
Collentine, J., & Freed, B. (2004). Learning context and its effects on second language acquisition: Introduction. Studies in Second Language Acquisition, 26, 153–172.
DeKeyser, R. (1991). Foreign language development during a semester abroad. In B. Freed (Ed.), Foreign language acquisition: Research and the classroom (pp. 104–119). Lexington, MA: D. C. Heath.
Díaz-Campos, M. (2004). Context of learning in the acquisition of Spanish second language phonology. Studies in Second Language Acquisition, 26, 249–274.
Díaz-Campos, M. (2006). The effect of style in second language phonology: An analysis of segmental acquisition in study abroad and regular-classroom students. In C. A. Klee & T. L. Face (Eds.), Selected proceedings of the 7th conference on the acquisition of Spanish and Portuguese as first and second languages (pp 26–39). Somerville, MA: Cascadilla.
Dwyer, M. (2004). The impact of study abroad program duration. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 151–164.
Ellis, N. (1996). Sequencing in SLA: Phonological memory, chunking and points of order. Studies in Second Language Acquisition, 18, 91–126.
Freed, B. F. (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. Alatis (Ed.), Linguistics, language teaching and language acquisition: The interdependence of theory, practice, and research (GURT 1990). Washington, D.C.: Georgetown University Press.
Freed, B. F. (Ed.). (1995). Second language acquisition in a study abroad context. Philadelphia: John Benjamins.
Freed, B. F., Segalowitz, N., & Dewey, D. (2004) Context of learning and second language fluency in French: Comparing regular classroom, study abroad, and intensive domestic immersion programs. Studies in Second Language Acquisition, 26, 275–302.
Golonka, E. (2006). Predictors revised: Linguistic knowledge and metalinguistic awareness in second language gain in Russian. The Modern Language Journal, 90, 496–505.
Ingram, M. (2005). Recasting the foreign language requirement through study abroad: A cultural immersion program in Avignon. Foreign Language Annals, 38, 211–222.
Isabelli, C. (2001). Motivation and extended interaction in the study abroad context: Factors in the development of Spanish language accuracy and communication skills. Unpublished doctoral dissertation, University of Texas at Austin.
Lafford, B. (2006). The effects of study abroad vs. classroom contexts on Spanish SLA: Old assumptions, new insights, and future research direction. In C. A. Klee & T. L. Face (Eds.), Selected proceedings of the 7th conference on the acquisition of Spanish and Portuguese as first and second languages (pp. 1–25). Somerville, MA: Cascadilla.
Lafford, B., & Collentine, J. (2006). The effects of study abroad and classroom contexts on the acquisition of Spanish as a second language: From research to application. In R. Salaberry & B. Lafford (Eds.), The art of teaching Spanish: Second language acquisition from research to praxis (pp. 103–126). Washington, D.C.: Georgetown University Press.
Lapkin, S., Hart, D., & Swain, M. (1995). A Canadian interprovincial exchange: Evaluating the linguistic impact of a three-month stay in Quebec. In B. F. Freed (Ed.), Second language acquisition in a study abroad context. (pp. 67–94). Philadelphia: John Benjamins.
Lord, G. (2006). Defining the indefinable: Study abroad and phonological memory abilities. In C. A. Klee & T. L. Face (Eds.), Selected proceedings of the 7th conference on the acquisition of Spanish and Portuguese as first and second languages (pp. 40–46). Somerville, MA: Cascadilla.
Report on international educational exchange (2007). Retrieved on 11/20/2007 and 2/15/2008, from http://opendoors.iienetwork.org.
Segalowitz, N., & Freed, B. F. (2004). Context, contact, and cognition in oral fluency acquisition: Learning Spanish in at home and study abroad contexts. Studies in Second Language Acquisition, 26, 173–200.
Segalowitz N., Freed, B. F., Collentine, J., Lafford, B., & Dìaz-Campos, M. (2004). A comparison of Spanish second language acquisition in two different learning contexts: Study abroad and the domestic classroom. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 1–18.
Simões, A. (1996). Phonetics in second language acquisition: An acoustic study of fluency in adult learners of Spanish. Hispania, 79, 87–95.
Wilkinson, S. (2002). The omnipresent classroom during summer study abroad: American students in conversation with their French hosts. The Modern Language Journal, 86, 157–173.
Collentine, J. (2004). The effects of learning contexts on morphosyntactic and lexical development. Studies in Second Language Acquisition, 26, 227–248.
Collentine, J., & Freed, B. (2004). Learning context and its effects on second language acquisition: Introduction. Studies in Second Language Acquisition, 26, 153–172.
DeKeyser, R. (1991). Foreign language development during a semester abroad. In B. Freed (Ed.), Foreign language acquisition: Research and the classroom (pp. 104–119). Lexington, MA: D. C. Heath.
Díaz-Campos, M. (2004). Context of learning in the acquisition of Spanish second language phonology. Studies in Second Language Acquisition, 26, 249–274.
Díaz-Campos, M. (2006). The effect of style in second language phonology: An analysis of segmental acquisition in study abroad and regular-classroom students. In C. A. Klee & T. L. Face (Eds.), Selected proceedings of the 7th conference on the acquisition of Spanish and Portuguese as first and second languages (pp 26–39). Somerville, MA: Cascadilla.
Dwyer, M. (2004). The impact of study abroad program duration. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 151–164.
Ellis, N. (1996). Sequencing in SLA: Phonological memory, chunking and points of order. Studies in Second Language Acquisition, 18, 91–126.
Freed, B. F. (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. Alatis (Ed.), Linguistics, language teaching and language acquisition: The interdependence of theory, practice, and research (GURT 1990). Washington, D.C.: Georgetown University Press.
Freed, B. F. (Ed.). (1995). Second language acquisition in a study abroad context. Philadelphia: John Benjamins.
Freed, B. F., Segalowitz, N., & Dewey, D. (2004) Context of learning and second language fluency in French: Comparing regular classroom, study abroad, and intensive domestic immersion programs. Studies in Second Language Acquisition, 26, 275–302.
Golonka, E. (2006). Predictors revised: Linguistic knowledge and metalinguistic awareness in second language gain in Russian. The Modern Language Journal, 90, 496–505.
Ingram, M. (2005). Recasting the foreign language requirement through study abroad: A cultural immersion program in Avignon. Foreign Language Annals, 38, 211–222.
Isabelli, C. (2001). Motivation and extended interaction in the study abroad context: Factors in the development of Spanish language accuracy and communication skills. Unpublished doctoral dissertation, University of Texas at Austin.
Lafford, B. (2006). The effects of study abroad vs. classroom contexts on Spanish SLA: Old assumptions, new insights, and future research direction. In C. A. Klee & T. L. Face (Eds.), Selected proceedings of the 7th conference on the acquisition of Spanish and Portuguese as first and second languages (pp. 1–25). Somerville, MA: Cascadilla.
Lafford, B., & Collentine, J. (2006). The effects of study abroad and classroom contexts on the acquisition of Spanish as a second language: From research to application. In R. Salaberry & B. Lafford (Eds.), The art of teaching Spanish: Second language acquisition from research to praxis (pp. 103–126). Washington, D.C.: Georgetown University Press.
Lapkin, S., Hart, D., & Swain, M. (1995). A Canadian interprovincial exchange: Evaluating the linguistic impact of a three-month stay in Quebec. In B. F. Freed (Ed.), Second language acquisition in a study abroad context. (pp. 67–94). Philadelphia: John Benjamins.
Lord, G. (2006). Defining the indefinable: Study abroad and phonological memory abilities. In C. A. Klee & T. L. Face (Eds.), Selected proceedings of the 7th conference on the acquisition of Spanish and Portuguese as first and second languages (pp. 40–46). Somerville, MA: Cascadilla.
Report on international educational exchange (2007). Retrieved on 11/20/2007 and 2/15/2008, from http://opendoors.iienetwork.org.
Segalowitz, N., & Freed, B. F. (2004). Context, contact, and cognition in oral fluency acquisition: Learning Spanish in at home and study abroad contexts. Studies in Second Language Acquisition, 26, 173–200.
Segalowitz N., Freed, B. F., Collentine, J., Lafford, B., & Dìaz-Campos, M. (2004). A comparison of Spanish second language acquisition in two different learning contexts: Study abroad and the domestic classroom. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 1–18.
Simões, A. (1996). Phonetics in second language acquisition: An acoustic study of fluency in adult learners of Spanish. Hispania, 79, 87–95.
Wilkinson, S. (2002). The omnipresent classroom during summer study abroad: American students in conversation with their French hosts. The Modern Language Journal, 86, 157–173.
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Published
2009-08-15
How to Cite
Duperron, L., & Overstreet, M. H. (2009). Preparedness for Study Abroad: Comparing the Linguistic Outcomes of a Short-Term Spanish Program by Third, Fourth and Sixth Semester L2 Learners. Frontiers: The Interdisciplinary Journal of Study Abroad, 18(1), 157–179. https://doi.org/10.36366/frontiers.v18i1.259
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