Language Acquisition in Study Abroad and Formal Instruction Contexts.:
This chapter gives a brief overview of the main findings of the Study Abroad literature and situates the SALA Project against that background. It then provides suggestions for further research on some of the main issues that remain to be resolved: how do variables such as the social context of the S...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam/Philadelphia :
John Benjamins Publishing Company,
2014.
|
| Schriftenreihe: | AILA applied linguistics series.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | This chapter gives a brief overview of the main findings of the Study Abroad literature and situates the SALA Project against that background. It then provides suggestions for further research on some of the main issues that remain to be resolved: how do variables such as the social context of the Study Abroad experience or the researcher's focus on specific aspects of language help explain what appears contradictory in the literature so far, how can we get a better grip on individual differences, and how can quantitative and qualitative research methodologies be integrated better to answer th. |
| Beschreibung: | 5. Discussion and conclusions. |
| Beschreibung: | 1 online resource (335 pages) |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9789027270238 9027270236 |
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| 505 | 0 | |a Language Acquisition in Study Abroadand Formal Instruction Contexts; Editorial page; Title page; LCC data; Table of contents; Chapter 1. Contributions of study abroad research to our understanding of SLA processes and outcomes; 1. Introduction; 2. The SALA project: A longitudinal approach to the interaction between individual differences and context of learning; 3. Conclusion; Acknowledgements; References; Part I. The SALA Project. An overview; Chapter 2. Study abroad and formal instruction contrasted; 1. Introduction; 2. The SALA Project's general goal; 3. Theoretical background. | |
| 505 | 8 | |a 3.1 SA and FI contexts and learner features: A framework for analysis3.2 Empirical findings on the impact of SA on linguistic progress; 4. The SALA Project: Aims, objectives and research questions; 4.1 Objectives; 4.2 Research questions; 5. Methods: The SALA studies; 5.1 Design; 5.2 Participants; 5.3 Data collection instruments; 5.4 Test validity and reliability; 6. Results; 7. Discussion and conclusions; Acknowledgements; References; Appendix I: SALA Individual Linguistic Profile Questionnaire; Chapter 3. The 'ins and outs' of a study abroad programme; 1. Introduction. | |
| 505 | 8 | |a 2. The exchange programme: Its philosophy3. Pre-departure preparation; 4. Length of stay, point in the degree and level of proficiency on enrolment; 5. Formal teaching component and resulting student workload during SA; 6. Degree of contact with TL speakers; 7. Follow-up and de-briefing; 8. Concluding assessment; Acknowledgements; References; Part II. The SALA Project. Empirical findings; Chapter 4. Oral accuracy growth after formal instruction and study abroad; 1. Introduction; 2. Theoretical background; 3. Methods; 3.1 Participants; 3.2 Instruments; 3.3 Procedures; 3.4 Data analyses. | |
| 505 | 8 | |a 4. Results4.1 Oral accuracy development; 4.2 Native and non-native speaker accuracy; 4.3 Learner pre-departure level and oral accuracy; 4.4 SA conditions and accuracy development; 5. Discussion and conclusions; Acknowledgements; References; Chapter 5. L2 fluency development in formal instruction and study abroad; 1. Introduction; 2. Theoretical background; 2.1 Fluency development in SLA: Defining oral fluency; 2.2 Fluency research in FI and SA contexts of acquisition; 3. Methods; 3.1 Participants; 3.2 Instruments; 3.3 Procedures; 3.4 Data analyses; 4. Results; 4.1 Longitudinal development. | |
| 505 | 8 | |a 4.2 Learning context effects4.3 Initial fluency level; 4.4 Contact variables; 5. Discussion and conclusions; Acknowledgments; References; Chapter 6. Phonological development in L2 speech production during study abroad programmes differing in length of stay; 1. Introduction; 2. Theoretical background; 2.1 The phonetic categories under study; 2.2 L2 phonological acquisition; 2.3 Length of stay (LoS); 3. Methods; 3.1 Participants; 3.2 Instruments; 3.3 Procedures; 3.4 Data analyses; 4. Results; 4.1 Effect of SA on vowel production; 4.2 Effect of SA on VOT; 4.3 Effect of LoS. | |
| 500 | |a 5. Discussion and conclusions. | ||
| 520 | |a This chapter gives a brief overview of the main findings of the Study Abroad literature and situates the SALA Project against that background. It then provides suggestions for further research on some of the main issues that remain to be resolved: how do variables such as the social context of the Study Abroad experience or the researcher's focus on specific aspects of language help explain what appears contradictory in the literature so far, how can we get a better grip on individual differences, and how can quantitative and qualitative research methodologies be integrated better to answer th. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 546 | |a English. | ||
| 650 | 0 | |a Language teachers |x Training of. | |
| 650 | 0 | |a Language acquisition |x Study and teaching. | |
| 650 | 0 | |a Language and languages |x Study and teaching. |0 http://id.loc.gov/authorities/subjects/sh85074536 | |
| 650 | 6 | |a Langage |x Acquisition |x Étude et enseignement. | |
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| contents | Language Acquisition in Study Abroadand Formal Instruction Contexts; Editorial page; Title page; LCC data; Table of contents; Chapter 1. Contributions of study abroad research to our understanding of SLA processes and outcomes; 1. Introduction; 2. The SALA project: A longitudinal approach to the interaction between individual differences and context of learning; 3. Conclusion; Acknowledgements; References; Part I. The SALA Project. An overview; Chapter 2. Study abroad and formal instruction contrasted; 1. Introduction; 2. The SALA Project's general goal; 3. Theoretical background. 3.1 SA and FI contexts and learner features: A framework for analysis3.2 Empirical findings on the impact of SA on linguistic progress; 4. The SALA Project: Aims, objectives and research questions; 4.1 Objectives; 4.2 Research questions; 5. Methods: The SALA studies; 5.1 Design; 5.2 Participants; 5.3 Data collection instruments; 5.4 Test validity and reliability; 6. Results; 7. Discussion and conclusions; Acknowledgements; References; Appendix I: SALA Individual Linguistic Profile Questionnaire; Chapter 3. The 'ins and outs' of a study abroad programme; 1. Introduction. 2. The exchange programme: Its philosophy3. Pre-departure preparation; 4. Length of stay, point in the degree and level of proficiency on enrolment; 5. Formal teaching component and resulting student workload during SA; 6. Degree of contact with TL speakers; 7. Follow-up and de-briefing; 8. Concluding assessment; Acknowledgements; References; Part II. The SALA Project. Empirical findings; Chapter 4. Oral accuracy growth after formal instruction and study abroad; 1. Introduction; 2. Theoretical background; 3. Methods; 3.1 Participants; 3.2 Instruments; 3.3 Procedures; 3.4 Data analyses. 4. Results4.1 Oral accuracy development; 4.2 Native and non-native speaker accuracy; 4.3 Learner pre-departure level and oral accuracy; 4.4 SA conditions and accuracy development; 5. Discussion and conclusions; Acknowledgements; References; Chapter 5. L2 fluency development in formal instruction and study abroad; 1. Introduction; 2. Theoretical background; 2.1 Fluency development in SLA: Defining oral fluency; 2.2 Fluency research in FI and SA contexts of acquisition; 3. Methods; 3.1 Participants; 3.2 Instruments; 3.3 Procedures; 3.4 Data analyses; 4. Results; 4.1 Longitudinal development. 4.2 Learning context effects4.3 Initial fluency level; 4.4 Contact variables; 5. Discussion and conclusions; Acknowledgments; References; Chapter 6. Phonological development in L2 speech production during study abroad programmes differing in length of stay; 1. Introduction; 2. Theoretical background; 2.1 The phonetic categories under study; 2.2 L2 phonological acquisition; 2.3 Length of stay (LoS); 3. Methods; 3.1 Participants; 3.2 Instruments; 3.3 Procedures; 3.4 Data analyses; 4. Results; 4.1 Effect of SA on vowel production; 4.2 Effect of SA on VOT; 4.3 Effect of LoS. |
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| genre | Electronic book. |
| genre_facet | Electronic book. |
| id | ZDB-4-EBA-ocn881887467 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:26:03Z |
| institution | BVB |
| isbn | 9789027270238 9027270236 |
| language | English |
| oclc_num | 881887467 |
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| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (335 pages) |
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| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | John Benjamins Publishing Company, |
| record_format | marc |
| series | AILA applied linguistics series. |
| series2 | AILA Applied Linguistics Series ; |
| spelling | Pérez-Vidal, Carmen. Language Acquisition in Study Abroad and Formal Instruction Contexts. Amsterdam/Philadelphia : John Benjamins Publishing Company, 2014. 1 online resource (335 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier AILA Applied Linguistics Series ; v. 13 Print version record. Language Acquisition in Study Abroadand Formal Instruction Contexts; Editorial page; Title page; LCC data; Table of contents; Chapter 1. Contributions of study abroad research to our understanding of SLA processes and outcomes; 1. Introduction; 2. The SALA project: A longitudinal approach to the interaction between individual differences and context of learning; 3. Conclusion; Acknowledgements; References; Part I. The SALA Project. An overview; Chapter 2. Study abroad and formal instruction contrasted; 1. Introduction; 2. The SALA Project's general goal; 3. Theoretical background. 3.1 SA and FI contexts and learner features: A framework for analysis3.2 Empirical findings on the impact of SA on linguistic progress; 4. The SALA Project: Aims, objectives and research questions; 4.1 Objectives; 4.2 Research questions; 5. Methods: The SALA studies; 5.1 Design; 5.2 Participants; 5.3 Data collection instruments; 5.4 Test validity and reliability; 6. Results; 7. Discussion and conclusions; Acknowledgements; References; Appendix I: SALA Individual Linguistic Profile Questionnaire; Chapter 3. The 'ins and outs' of a study abroad programme; 1. Introduction. 2. The exchange programme: Its philosophy3. Pre-departure preparation; 4. Length of stay, point in the degree and level of proficiency on enrolment; 5. Formal teaching component and resulting student workload during SA; 6. Degree of contact with TL speakers; 7. Follow-up and de-briefing; 8. Concluding assessment; Acknowledgements; References; Part II. The SALA Project. Empirical findings; Chapter 4. Oral accuracy growth after formal instruction and study abroad; 1. Introduction; 2. Theoretical background; 3. Methods; 3.1 Participants; 3.2 Instruments; 3.3 Procedures; 3.4 Data analyses. 4. Results4.1 Oral accuracy development; 4.2 Native and non-native speaker accuracy; 4.3 Learner pre-departure level and oral accuracy; 4.4 SA conditions and accuracy development; 5. Discussion and conclusions; Acknowledgements; References; Chapter 5. L2 fluency development in formal instruction and study abroad; 1. Introduction; 2. Theoretical background; 2.1 Fluency development in SLA: Defining oral fluency; 2.2 Fluency research in FI and SA contexts of acquisition; 3. Methods; 3.1 Participants; 3.2 Instruments; 3.3 Procedures; 3.4 Data analyses; 4. Results; 4.1 Longitudinal development. 4.2 Learning context effects4.3 Initial fluency level; 4.4 Contact variables; 5. Discussion and conclusions; Acknowledgments; References; Chapter 6. Phonological development in L2 speech production during study abroad programmes differing in length of stay; 1. Introduction; 2. Theoretical background; 2.1 The phonetic categories under study; 2.2 L2 phonological acquisition; 2.3 Length of stay (LoS); 3. Methods; 3.1 Participants; 3.2 Instruments; 3.3 Procedures; 3.4 Data analyses; 4. Results; 4.1 Effect of SA on vowel production; 4.2 Effect of SA on VOT; 4.3 Effect of LoS. 5. Discussion and conclusions. This chapter gives a brief overview of the main findings of the Study Abroad literature and situates the SALA Project against that background. It then provides suggestions for further research on some of the main issues that remain to be resolved: how do variables such as the social context of the Study Abroad experience or the researcher's focus on specific aspects of language help explain what appears contradictory in the literature so far, how can we get a better grip on individual differences, and how can quantitative and qualitative research methodologies be integrated better to answer th. Includes bibliographical references and index. English. Language teachers Training of. Language acquisition Study and teaching. Language and languages Study and teaching. http://id.loc.gov/authorities/subjects/sh85074536 Langage Acquisition Étude et enseignement. Langage et langues Étude et enseignement. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh Language acquisition Study and teaching fast Language and languages Study and teaching fast Language teachers Training of fast Electronic book. has work: Language acquisition in study abroad and formal instruction contexts (Text) https://id.oclc.org/worldcat/entity/E39PCXyfbHPjDtfF9HtDpqJKJP https://id.oclc.org/worldcat/ontology/hasWork Print version: Pérez-Vidal, Carmen. Language Acquisition in Study Abroad and Formal Instruction Contexts. Amsterdam/Philadelphia : John Benjamins Publishing Company, 2014 9789027205315 AILA applied linguistics series. http://id.loc.gov/authorities/names/no2008030921 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=801677 Volltext |
| spellingShingle | Pérez-Vidal, Carmen Language Acquisition in Study Abroad and Formal Instruction Contexts. AILA applied linguistics series. Language Acquisition in Study Abroadand Formal Instruction Contexts; Editorial page; Title page; LCC data; Table of contents; Chapter 1. Contributions of study abroad research to our understanding of SLA processes and outcomes; 1. Introduction; 2. The SALA project: A longitudinal approach to the interaction between individual differences and context of learning; 3. Conclusion; Acknowledgements; References; Part I. The SALA Project. An overview; Chapter 2. Study abroad and formal instruction contrasted; 1. Introduction; 2. The SALA Project's general goal; 3. Theoretical background. 3.1 SA and FI contexts and learner features: A framework for analysis3.2 Empirical findings on the impact of SA on linguistic progress; 4. The SALA Project: Aims, objectives and research questions; 4.1 Objectives; 4.2 Research questions; 5. Methods: The SALA studies; 5.1 Design; 5.2 Participants; 5.3 Data collection instruments; 5.4 Test validity and reliability; 6. Results; 7. Discussion and conclusions; Acknowledgements; References; Appendix I: SALA Individual Linguistic Profile Questionnaire; Chapter 3. The 'ins and outs' of a study abroad programme; 1. Introduction. 2. The exchange programme: Its philosophy3. Pre-departure preparation; 4. Length of stay, point in the degree and level of proficiency on enrolment; 5. Formal teaching component and resulting student workload during SA; 6. Degree of contact with TL speakers; 7. Follow-up and de-briefing; 8. Concluding assessment; Acknowledgements; References; Part II. The SALA Project. Empirical findings; Chapter 4. Oral accuracy growth after formal instruction and study abroad; 1. Introduction; 2. Theoretical background; 3. Methods; 3.1 Participants; 3.2 Instruments; 3.3 Procedures; 3.4 Data analyses. 4. Results4.1 Oral accuracy development; 4.2 Native and non-native speaker accuracy; 4.3 Learner pre-departure level and oral accuracy; 4.4 SA conditions and accuracy development; 5. Discussion and conclusions; Acknowledgements; References; Chapter 5. L2 fluency development in formal instruction and study abroad; 1. Introduction; 2. Theoretical background; 2.1 Fluency development in SLA: Defining oral fluency; 2.2 Fluency research in FI and SA contexts of acquisition; 3. Methods; 3.1 Participants; 3.2 Instruments; 3.3 Procedures; 3.4 Data analyses; 4. Results; 4.1 Longitudinal development. 4.2 Learning context effects4.3 Initial fluency level; 4.4 Contact variables; 5. Discussion and conclusions; Acknowledgments; References; Chapter 6. Phonological development in L2 speech production during study abroad programmes differing in length of stay; 1. Introduction; 2. Theoretical background; 2.1 The phonetic categories under study; 2.2 L2 phonological acquisition; 2.3 Length of stay (LoS); 3. Methods; 3.1 Participants; 3.2 Instruments; 3.3 Procedures; 3.4 Data analyses; 4. Results; 4.1 Effect of SA on vowel production; 4.2 Effect of SA on VOT; 4.3 Effect of LoS. Language teachers Training of. Language acquisition Study and teaching. Language and languages Study and teaching. http://id.loc.gov/authorities/subjects/sh85074536 Langage Acquisition Étude et enseignement. Langage et langues Étude et enseignement. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh Language acquisition Study and teaching fast Language and languages Study and teaching fast Language teachers Training of fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85074536 |
| title | Language Acquisition in Study Abroad and Formal Instruction Contexts. |
| title_auth | Language Acquisition in Study Abroad and Formal Instruction Contexts. |
| title_exact_search | Language Acquisition in Study Abroad and Formal Instruction Contexts. |
| title_full | Language Acquisition in Study Abroad and Formal Instruction Contexts. |
| title_fullStr | Language Acquisition in Study Abroad and Formal Instruction Contexts. |
| title_full_unstemmed | Language Acquisition in Study Abroad and Formal Instruction Contexts. |
| title_short | Language Acquisition in Study Abroad and Formal Instruction Contexts. |
| title_sort | language acquisition in study abroad and formal instruction contexts |
| topic | Language teachers Training of. Language acquisition Study and teaching. Language and languages Study and teaching. http://id.loc.gov/authorities/subjects/sh85074536 Langage Acquisition Étude et enseignement. Langage et langues Étude et enseignement. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh Language acquisition Study and teaching fast Language and languages Study and teaching fast Language teachers Training of fast |
| topic_facet | Language teachers Training of. Language acquisition Study and teaching. Language and languages Study and teaching. Langage Acquisition Étude et enseignement. Langage et langues Étude et enseignement. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. LANGUAGE ARTS & DISCIPLINES Linguistics General. Language acquisition Study and teaching Language and languages Study and teaching Language teachers Training of Electronic book. |
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