A new take on individual differences in L2 proficiency gain during study abroad

System ◽  
2017 ◽  
Vol 66 ◽  
pp. 39-55 ◽  
Author(s):  
Gianna Hessel
Keyword(s):  
Individual Differences ◽  
Study Abroad ◽  
L2 Proficiency

INITIAL PROFICIENCY AND L2 GRAMMAR DEVELOPMENT DURING SHORT-TERM IMMERSION ABROAD

2020 ◽  
pp. 1-29 ◽  
Author(s):  
Janire Zalbidea ◽  
Bernard I. Issa ◽  
Mandy Faretta-Stutenberg ◽  
Cristina Sanz
Keyword(s):  
Individual Differences ◽  
Study Abroad ◽  
Outcome Measures ◽  
Production Data ◽  
L2 Proficiency ◽  
Short Term ◽  
Elicited Imitation ◽  
Oral Production ◽  
Summer Study ◽  
Grammar Development

Abstract The first goal of this study was to examine how individual differences in initial L2 proficiency help explain L2 grammar development in oral production during short-term immersion abroad. The second goal of the study was methodological, and evaluated challenges that can result from operationalizing learners’ initial L2 proficiency as pretest performance on outcome measures (as opposed to independent proficiency measures) in analyses of L2 change. L2 Spanish learners participating in summer study abroad completed an elicited imitation task and two oral production tasks. Production data were analyzed for changes in relevant grammatical complexity and accuracy dimensions. Results indicate that learners with higher initial L2 proficiency experience greater L2 grammar advancement from short-term immersion, and that pretest performance can be an unreliable operational estimate of initial proficiency when analyzing L2 gains. We discuss findings following cognitive accounts of SLA, and highlight methodological implications for further research in immersion contexts and beyond.

The interplay of individual differences and context of learning in behavioral and neurocognitive second language development

2017 ◽  
Vol 34 (1) ◽  
pp. 67-101 ◽  
Author(s):  
Mandy Faretta-Stutenberg ◽  
Kara Morgan-Short
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Individual Differences ◽  
Study Abroad ◽  
Cognitive Abilities ◽  
Learning Ability ◽  
Classroom Context ◽  
Online Processing ◽  
Context Of Learning ◽  
At Home

In order to understand variability in second language (L2) acquisition, this study addressed how individual differences in cognitive abilities may contribute to development for learners in different contexts. Specifically, we report the results of two short-term longitudinal studies aimed at examining the role of cognitive abilities in accounting for changes in L2 behavioral performance and neurocognitive processing for learners in ‘at-home’ and ‘study-abroad’ settings. Learners completed cognitive assessments of declarative, procedural, and working memory abilities. Linguistic assessments aimed at determining behavioral sensitivity and online processing of L2 Spanish syntax were administered before and after a semester of study in either a traditional university classroom context (Experiment 1) or a study-abroad context (Experiment 2). At-home learners evidenced behavioral gains, with no detected predictive role for individual differences in cognitive abilities. Study-abroad learners evidenced behavioral gains and processing changes that were partially accounted for by procedural learning ability and working memory. Taken together, these results provide preliminary insight into how individual differences in cognitive abilities may contribute to behavioral and neural processing changes over time among learners in different natural contexts.

Predicting individual differences in L2 speakers’ gestures

2011 ◽  
Vol 15 (2) ◽  
pp. 205-214 ◽  
Author(s):  
Jaya Nagpal ◽  
Elena Nicoladis ◽  
Paula Marentette
Keyword(s):  
Individual Differences ◽  
Important Predictor ◽  
Story Telling ◽  
L2 Proficiency ◽  
English Bilingual ◽  
Highly Correlated ◽  
The Individual ◽  
L1 And L2

While it is well known that there is a lot of variability in L2, researchers rarely measure the variability in L1 to predict the variability in L2. In this study we tested two explanations of the rate of gestures used in telling a story in L2: (1) a story-telling style underlying both L1 and L2 and (2) proficiency/fluency in L2. Hindi—English bilingual adults performed a story-telling task in their two languages. There was some support for the second predictor: the participants used more gestures in L2 than L1, consistent with gesturing to aid in accessing language. However, the results were strongly supportive of a story-telling style underlying both languages: the individual differences in gesture rate (along with the story length and the vocabulary variability) were highly correlated across languages but not correlated with L2 proficiency/fluency. These results illustrate the importance of studying L1 variability as an important predictor of L2 gesture use.

Individual differences in U.S. study abroad students in Barcelona

2016 ◽  
Vol 1 (2) ◽  
pp. 154-185 ◽  
Author(s):  
Kassie A. Cigliana ◽  
Raquel Serrano
Keyword(s):  
Individual Differences ◽  
Quantitative Analysis ◽  
Study Abroad ◽  
Language Contact ◽  
Positive Attitude ◽  
Language Skills ◽  
Target Language ◽  
Language Skill ◽  
Integrative Motivation ◽  
Study Abroad Students

The present study investigates individual differences in study abroad through a quantitative analysis of U.S. learners of Spanish studying in Barcelona, Spain (n = 54). While many studies have aimed at discussing one or two specific items, the present study combines aspects of attitude, motivation, and language contact with perceived gains in language skill by examining answers from a comprehensive questionnaire designed to accurately gather information on these individual differences. The data reveal that these study abroad students are highly motivated, and correlational analyses establish significant positive relationships between integrative orientations, attitude, language contact and self-reported perceived gains in linguistic skills. The study suggests that a positive attitude towards the target language and integrative motivation can be important factors in influencing how much contact students have with the target language and how much they feel they have improved in a variety of language skills. It also explores the potential effects of learning a language in a bilingual context and calls for further research on this theme.

Variables affecting the maintenance of L2 proficiency and fluency four years post-study abroad

2019 ◽  
Vol 4 (1) ◽  
pp. 96-125 ◽  
Author(s):  
Amanda Huensch ◽  
Nicole Tracy-Ventura ◽  
Judith Bridges ◽  
Jhon A. Cuesta Medina
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Language Contact ◽  
Speech Rate ◽  
Oral Proficiency ◽  
Target Language ◽  
L2 Proficiency ◽  
Oral Skills ◽  
Term Maintenance

Abstract 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.

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