Language Acquisition in Study Abroad and Formal Instruction Contexts
Editor
| University of Pompeu Fabra
This publication constitutes essential reading for academics, teachers and language policy makers wanting to understand, plan, and implement an educational language program involving learner mobility.
The book provides data and analyses from a long-term program of research on study abroad (the SALA Project), which looked into the short and long-term effects of instructional and mobility contexts on language and cultural development from two perspectives: the participants’ language acquisition development over 2,5 years, and the practitioners’ perspective in relation to the design and implementation of a mobility program. The book is innovative in the longitudinal data it offers, the light it sheds on (i) an array of language skills, both productive and receptive, oral and written, tapping into phonology, lexis, grammar and discourse, (ii) the role of individual differences (including attitudes, motivation, beliefs, and intercultural awareness), and (iii) the insights on the effects of length of stay. In sum, this book represents a welcome addition to previous research on the outcomes of mobility policies to promote L2 learners’ linguistic development and the individual and educational conditions that appear to facilitate success in study abroad programs.
The book provides data and analyses from a long-term program of research on study abroad (the SALA Project), which looked into the short and long-term effects of instructional and mobility contexts on language and cultural development from two perspectives: the participants’ language acquisition development over 2,5 years, and the practitioners’ perspective in relation to the design and implementation of a mobility program. The book is innovative in the longitudinal data it offers, the light it sheds on (i) an array of language skills, both productive and receptive, oral and written, tapping into phonology, lexis, grammar and discourse, (ii) the role of individual differences (including attitudes, motivation, beliefs, and intercultural awareness), and (iii) the insights on the effects of length of stay. In sum, this book represents a welcome addition to previous research on the outcomes of mobility policies to promote L2 learners’ linguistic development and the individual and educational conditions that appear to facilitate success in study abroad programs.
[AILA Applied Linguistics Series, 13] 2014. vi, 329 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
1–14
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Part I. The SALA Project
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17–58
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59–84
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Part II. The SALA Project
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87–110
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111–136
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137–166
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167–194
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195–216
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217–234
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235–258
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259–282
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283–310
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Part III. The SALA Project and beyond
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313–326
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Index
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327–330
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Cited by
Cited by other publications
Alcón-Soler, Eva
Baten, Kristof
Devlin, Anne Marie
Kerz, Elma & Daniel Wiechmann
Long, Avizia Y. & Megan Solon
McManus, Kevin, Mitchell, Rosamond & Tracy-Ventura, Nicole
Park, Eunjae, Helen Klieve, Chiharu Tsurutani, Wendy Harte & Masahiko Minami
Pérez-Vidal, Carmen
Schwieter, John W., Aline Ferreira & Paul Chamness Miller
Schwieter, John W. & Gabrielle Klassen
Tracy-Ventura, Nicole, Rosamond Mitchell & Kevin McManus
Vogt, Karin
Vogt, Karin
Zaytseva, Victoria, Imma Miralpeix & Carmen Pérez-Vidal
This list is based on CrossRef data as of 26 december 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Subjects
BIC Subject: CFDC – Language acquisition
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General