The motivational dynamics of learning a foreign language of limited ethnolinguistic vitality during a study abroad

2021 ◽  
pp. 1-18
Author(s):  
Lefan Wang
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Ethnolinguistic Vitality

Learning Chinese

2018 ◽  
pp. 44-69
Author(s):  
Kaishan Kong
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Education ◽  
Cultural Knowledge ◽  
Culture Learning ◽  
Study Abroad Programs ◽  
Language And Culture ◽  
American Students

Both ACTFL standards and the world-readiness standards for learning languages include five aspects in foreign language education, among which are connections and comparisons. While many instructors consider these two aspects as means of effective instruction, in this chapter, connections and comparisons are studied as learning strategies that four American students adopted to apply in their study abroad contexts in China. Despite the different focus of their study abroad programs, this chapter discusses a variety of examples where the participants made connections and comparisons to enhance their language and culture learning. Findings reveal that connections and comparisons were not only fostering language learning but also developing cultural knowledge. Results provide implications to foreign language educators related to teaching and preparing students for study abroad experience.

Variable future-time reference in French: A comparison of learners in a study-abroad and a foreign-language context

2016 ◽  
Vol 61 (3) ◽  
pp. 259-285 ◽  
Author(s):  
Aarnes Gudmestad ◽  
Amanda Edmonds
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Developmental Trajectories ◽  
Target Language ◽  
Learning Context ◽  
Future Time ◽  
Foreign Language Learners ◽  
Language Proficiency Test

AbstractThis study seeks to advance understanding of second-language (L2) acquisition of future-time reference in French, by comparing the developmental trajectories of learners living in and away from the target-language setting. Study-abroad learners in France (n= 45), foreign-language learners living in the US (n= 37), and native speakers of Hexagonal French (n= 30) participated in this study. They completed a written-contextualized task, a language-proficiency test and a background questionnaire. For each written-contextualized-task item, participants selected from among three responses that differed with respect to the form (inflectional future, periphrastic future, present). Items were designed to test for the influence of three factors on the form selected: presence/absence of a lexical temporal indicator, temporal distance, and (un)certainty. Additionally, two extra-linguistic factors were examined: learning context and proficiency level. The analyses of frequency and the multinomial logistic regressions suggest that, despite developmental similarities between learning contexts, acquisitional paths of study-abroad and foreign-language learners were not identical.

scholarly journals Joe’s Laundry: Using Critical Incidents to Develop Intercultural and Foreign Language Competence in Study Abroad and Beyond

2018 ◽  
Vol 30 (2) ◽  
pp. 47-62
Author(s):  
Tama Lea Engelking
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Cultural Values ◽  
Intercultural Competence ◽  
Critical Incident ◽  
Thinking Skills ◽  
Target Language ◽  
Intercultural Training ◽  
Language Competence ◽  
Training Tool

The development of intercultural competence and foreign language skills in study abroad and the FL classroom is often seen as an either/or proposition due to lack of time, training or the availability of materials in the target language. The Critical Incident method (CI) provides an example of an intercultural training tool that can link these competencies in ways that are developmentally appropriate for the FL and IC levels of the students. This method uses authentic intercultural mishaps to develop critical thinking skills as students reflect on the cultural values and attitudes underlying the experience. Drawing on research in study abroad FL pedagogy, this paper describes the CI method, provides a review of best practices in the context of study abroad, and develops an example of a CI from a study abroad program in France to illustrate how cultural incidents can be used to promote both intercultural and foreign language competence.

scholarly journals EFL learners’ post-sojourn perceptions of the effects of study abroad

2016 ◽  
Vol 45 (2) ◽  
Author(s):  
Sandra Steinwidder
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Cross Sectional Study ◽  
Exchange Students ◽  
Cross Sectional ◽  
Efl Learners ◽  
Group A ◽  
Group B ◽  
The Uk ◽  
Short Narrative

This qualitative study investigated in what ways tertiary-level English foreign language (EFL) learners believed that they had changed following their study abroad. The participants were 12 Austrian EFL learners who had been exchange students in the UK or US. I conducted a cross-sectional study, grouping participants according to the duration of their stay abroad, as well as the period of time since they had returned to their home country. Comparisions were drawn between students who spent one semester, and those who spent two. I also investigated the differences displayed depending on how long a student has been back in their native country; Group A (1-6 months), Group B (1 year), and Group C (2 years). The interviewees prepared a mind-map or short narrative, which was used as a prompt during the interviews. The findings revealed personal, social, cultural, and linguistic effects.

Predictors of Foreign Language Gain during Study Abroad

1996 ◽  
Vol 80 (2) ◽  
pp. 267
Author(s):  
Barbara F. Freed ◽  
Richard Brecht ◽  
Dan Davidson ◽  
Ralph B. Ginsberg ◽  
Richard D. Brecht ◽  
...  
Keyword(s):  
Study Abroad ◽  
Foreign Language
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