Maximizing Study Abroad: A Students' Guide to Strategies for Language and Culture Learning and Use

2003 ◽  
Vol 47 (2) ◽  
pp. 336
Author(s):  
Benjamin Rifkin ◽  
R. Michael Paige ◽  
Andrew D. Cohen ◽  
Barbara Kappler ◽  
Julie C. Chi ◽  
...  
Keyword(s):  
Study Abroad ◽  
Culture Learning ◽  
Language And Culture

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.

Out-of-class interaction during study abroad

2013 ◽  
Vol 10 (1) ◽  
pp. 53-91 ◽  
Author(s):  
Rachel L. Shively
Keyword(s):  
Study Abroad ◽  
Service Encounters ◽  
Culture Learning ◽  
Small Talk ◽  
Language And Culture ◽  
Studying Abroad ◽  
Naturally Occurring ◽  
Immersion Experience ◽  
Class Interaction

This study provides an in-depth examination of the opportunities for social interaction and second language (L2) use in service encounters recorded in situ by study abroad students in Toledo, Spain. The participants in the study were seven university students from the U.S. who recorded 113 naturally-occurring service encounters over the course of one semester studying abroad. An analysis of the corpus and of students’ journals and interviews indicated that while many of the encounters were brief, students did use the L2 to meet their needs as consumers and attended to language form while speaking the L2. In small talk episodes, there were opportunities for brief conversations and instances of orientation by participants to language and culture learning. Thus, the results suggest that although service encounters are typically brief, they can contribute to the immersion experience of study abroad.

Assessing the Impact of a Strategies-Based Curriculum on Language and Culture Learning Abroad

2004 ◽  
Vol 10 (1) ◽  
pp. 253-276 ◽  
Author(s):  
R. Michael Paige ◽  
Andrew D. Cohen ◽  
Rachel L. Shively
Keyword(s):  
Second Language Acquisition ◽  
Study Abroad ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Intercultural Development ◽  
Culture Learning ◽  
Language And Culture ◽  
Overseas Students ◽  
Curriculum Intervention ◽  
The Impact

The purpose of this study was to explore the impact of the study abroad experience, in general, and the impact of a curriculum intervention, in particular, on students’ intercultural development, second language acquisition, and employment of learning strategies related to language and culture. Cohen and Paige – two of the authors of this article – were the senior authors of a three-volume set of guidebooks, the Maximizing Study Abroad Guides which were intended to enhance overseas students’ language and culture learning through a strategies-based approach. By utilizing a scientifically rigorous set of research procedures, we sought to ascertain the impact and efficacy of the Students’ Guide  – one of the volumes in the series – as well as to test a set of hypotheses about the learning outcomes associated with study abroad.

scholarly journals A Strategies-Based Approach to Culture and Language Learning in Education Abroad Programming

2008 ◽  
Vol 17 (1) ◽  
pp. 89-106 ◽  
Author(s):  
Joseph G. Hoff ◽  
R. Michael Paige
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
International Education ◽  
Learning Strategies ◽  
Culture Learning ◽  
Language And Culture ◽  
Training Materials ◽  
Culture Teaching ◽  
Study Abroad Program ◽  
Culture And Language

This article presents a study designed to evaluate available training materials, in terms of their value to study abroad professionals, focused on culture and language learning strategies for study abroad program professionals who prepared study abroad participants. In addition, the study intended to provide the international education field with ideas for language and culture teaching, and ultimately the enhancement of language and culture learning in and out of class during the study abroad sojourn.

scholarly journals LANGUAGE AND CULTURE LEARNING STRATEGIES IN A STUDY ABROAD CONTEXT

Neofilolog ◽  
2018 ◽  
pp. 11-27
Author(s):  
Tomasz Róg
Keyword(s):  
Study Abroad ◽  
Learning Strategies ◽  
Culture Learning ◽  
Language And Culture ◽  
Foreign Countries ◽  
Research Gap ◽  
Exchange Programme ◽  
The Impact

This article takes a step towards bridging the research gap between language-and-culture learning strategies and SLA-oriented outcomes of study abroad programmes. While studies concerning the impact of studying in foreign countries document various language-related benefits of the experience, only a handful addresses the types of language and culture learning strategies employed by study abroad participants. The present study tracks the use of these strategies by Polish students of English philology participating in a semester-long exchange programme in Portugal and Romania. It is revealed that although the use of language and culture learning strategies does not change significantly over the course of students’ stay abroad, the strategies chosen before their departure are used rather consistently.

scholarly journals The spread of computer-assisted language learning

2009 ◽  
Vol 43 (1) ◽  
pp. 66-74 ◽  
Author(s):  
Carol A. Chapelle
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Comparative Research ◽  
Applied Linguistics ◽  
Clear Distinction ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Culture Learning ◽  
Language And Culture ◽  
Research Perspectives

This paper argues that the vertical spread of computer-assisted language learning (CALL), i.e., a spread throughout language materials and curricula, makes it difficult to draw a clear distinction between CALL and other language materials. In view of the emphasis that teachers, researchers, and administrators have placed on evaluating CALL, I argue that some valuable lessons about materials evaluation can be drawn from reflection on issues in CALL evaluation. In particular, I discuss the opportunities for professionals to reconsider assumptions held about comparative research, draw upon research perspectives and methods from applied linguistics in materials evaluation, and include critical perspectives which examine the opportunities that materials offer language learners to engage in language and culture learning.

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