By Carmen Pérez-Vidal
This ebook constitutes crucial analyzing for teachers, academics and language coverage makers eager to comprehend, plan, and enforce a tutorial language application regarding learner mobility.
The publication presents facts and analyses from a long term software of analysis on learn in another country (the SALA Project), which appeared into the quick and long term results of tutorial and mobility contexts on language and cultural improvement from views: the individuals’ language acquisition improvement over 2,5 years, and the practitioners’ viewpoint on the subject of the layout and implementation of a mobility software. The booklet is leading edge within the longitudinal info it bargains, the sunshine it sheds on (i) an array of language abilities, either efficient and receptive, oral and written, tapping into phonology, lexis, grammar and discourse, (ii) the position of person adjustments (including attitudes, motivation, ideals, and intercultural awareness), and (iii) the insights at the results of size of remain. In sum, this booklet represents a great addition to earlier study at the results of mobility rules to advertise L2 newbies’ linguistic improvement and the person and academic stipulations that seem to facilitate luck in examine in a foreign country courses.
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Extra info for Language Acquisition in Study Abroad and Formal Instruction Contexts
Our participants’ Carmen Pérez-Vidal development in English language and culture is contrasted with that of English native speakers for all measures in order to establish a criterion-based proficiency benchmark. 2 Participants The participants in the SALA Project were a group of non-native learners of English (NNSs) who were undergraduate students following a compulsory threemonth SA programme, at a host university in an English speaking country. They were mostly Catalan/Spanish bilinguals starting a degree in Translation and Interpreting at a Catalan university in Barcelona, with English as their major language.
Modifications were introduced to improve the general validity and face validity of the tests. The final versions the tests and questionnaires are to be found in the IRIS (Data Collection Instruments for Research Into Second language learning and teaching) open-access10 digital repository. 11 The diaries written by the students on a voluntary basis are not analyzed 10. org>. 11. The ‘Tense and Aspect’ grammar results are not included in this volume, as they are being processed at the time of publication.
Study abroad and formal instruction contrasted RQ1: Will a three-month SA programme following FI and involving EFL advanced learners from a European environment result in significant benefits on the participants’ English language performance, in the short and the long term, and in contrast with native-speaker linguistic performance? Will length of stay matter, that is will a six-month SA as compared to a three-month SA, in the case of an area of development for which three-months seem insufficient, that is phonological development?
Language Acquisition in Study Abroad and Formal Instruction Contexts by Carmen Pérez-Vidal