10. Individual Differences in Study Abroad Research: Sources, Processes and Outcomes of Students’ Development in Language, Culture and Personhood

2019 ◽  
pp. 237-262
Author(s):  
Noriko Iwasaki
Keyword(s):  
Individual Differences ◽  
Study Abroad

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.

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.

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.

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