| 1 |
A longitudinal study of advanced learners' linguistic development before, during and after study abroad
|
|
|
|
Abstract:
The current study investigated advanced L2 learners’ linguistic development before, during, and after a nine-month stay abroad, the extent to which contextual changes (home-abroad-home) influenced the nature and magnitude of development, and the ways in which relationships among different linguistic elements changed over time. Participants were 56 university learners majoring in French (n = 29) and Spanish (n = 27), who spent an academic year abroad in the middle of a four-year BA degree program. Oral data were collected six times over 21 months to trace development and change in complexity, accuracy, fluency, and lexis (CAFL). Results showed ongoing improvements over time on most measures, including accuracy. Correlations indicated long-term relationships between fluency and vocabulary only and that accuracy-complexity relationships emerged in instructed home contexts only. These findings suggest that the affordances of home and abroad contexts can shape learners’ linguistic development and use differently. The role of pre-departure linguistic ability is discussed as critical to understanding the nature and extent of L2 linguistic development in study abroad.
|
|
URL: https://eprints.soton.ac.uk/437236/
https://eprints.soton.ac.uk/437236/1/Preprint_version_AL_McManus_et_al.pdf
|
|
BASE
|
|
Hide details
|
|
|
| 2 |
Signatures of automaticity during practice : Explicit instruction about L1 processing routines can improve L2 grammatical processing.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Using explicit instruction about L1 to reduce crosslinguistic effects in L2 grammar learning : Evidence from oral production in L2 French.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Online and offline effects of L1 practice in L2 grammar learning : a partial replication
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
L1 explicit instruction can improve L2 online and offline performance
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
L1/L2 Differences in the Acquisition of Form-Meaning Pairings: A Comparison of English and German Learners of French
|
|
|
|
In: The Canadian Modern Language Review/La Revue canadienne des langues vivantes 71 (2015) 2, 155-181
|
|
IDS Bibliografie zur deutschen Grammatik
|
|
Show details
|
|
|
| 8 |
Placement type and language learning during residence abroad
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Subjunctive use and development in L2 French: a longitudinal study
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Understanding insertion and integration in a study abroad context: the case of English-speaking sojourners in France
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
“Repeat as much as you can”: Elicited imitation as a measure of oral proficiency in L2
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Exploring the acquisition of the French subjunctive: local syntactic context or oral proficiency?
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
“Repeat as much as you can”: elicited imitation as a measure of global proficiency in L2 French
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Prototypical influence in second language acquisition: what now for the Aspect Hypothesis?
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
