Chapter 10. English L2 learners’ lexico-grammatical and motivational development at home and abroad

Juan-Garau, María; Salazar-Noguera, Juana; Arranz, José Igor Prieto

doi:10.1075/aals.13.12ch10

Cited by 10 publications

(9 citation statements)

References 44 publications

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“…As DeKeyser (, , ) predicts for advanced learners in SA, our participants seem to have had the linguistic groundwork in place to be able to “hit the ground running” (DeKeyser, , p. 314) upon arrival at the program site, incorporating multiple features of the linguistically complex input around them to yield significant development in L2 morphosyntax and lexicon in just 5 weeks. Two other studies of advanced proficiency learners have also found significant gains for morphosyntax (Isabelli & Nishida, 2005; Juan–Garau et al, ). In the case of lexicon, two studies have found gains with advanced (along with intermediate) participants (Dewey, ; Ife et al, ).…”

Section: Discussionmentioning

confidence: 84%

“…The primary goal of this study was to investigate the extent of advanced L2 learners' grammatical and lexical development in the context of short‐term intensive L2 exposure abroad in order to elucidate conflicting findings in both linguistic domains, where some studies find gains (e.g., Dewey, ; Duperron, ; Ife et al, ; Isabelli & Nishida, 2005; Juan–Garau et al, ) and some do not (Collentine, ; DeKeyser, , ; Isabelli–García, ). A short‐term period abroad was considered ideal due to the increasing popularity of such programs with U.S. students (IIE, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, we know less about grammatical and lexical accuracy. While some studies have reported beneficial effects of SA on grammatical accuracy (e.g., Duperron, ; Guntermann, ; Isabelli & Nishida, 2005; Yager, ) or lexico‐grammatical competence (Juan–Garau, Salazar–Noguera, & Prieto–Arrabz, ), other studies report no substantial differences between SA and AH contexts (e.g., DeKeyser, , ; Isabelli–García, ), a limited impact on morphosyntactic system restructuring (Howard, ), and even superior gains for the formal classroom AH setting (Collentine, ). Similarly, some studies report an association between superior gains in both lexicon size and accuracy as a function of SA experience (e.g., Dewey, ; Ife, Vives, & Boix, ; Milton & Meara, 1995), while others report either no learning effects or superior development in the AH setting (Collentine, ).…”

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confidence: 99%

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The Role of Individual Differences in the Study Abroad Context: Cognitive Capacity and Language Development During Short‐Term Intensive Language Exposure

Grey

Cox

Serafini

et al. 2015

The Modern Language Journal

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While research suggests that study abroad (SA) benefits second language (L2) oral fluency, its benefits for other domains are less clear, especially for shorterterm programs, which are becoming more common. Additionally, studies investigating the relationship between cognitive capacity and benefits of SA report inconsistent patterns. In light of these gaps, this study investigated whether a 5‐week intensive language experience abroad benefits L2 lexical and grammatical development and whether development is related to learners' cognitive capacity. Twenty‐six L1 English–advanced L2 Spanish participants in a SA program in Spain completed pre‐/post‐SA grammaticality judgment (GJT) and lexical decision tasks (LDT). On the GJT, results showed higher accuracy and decreasing reaction times (RTs); specifically, accuracy increased on word order and number agreement items but not on gender agreement. RTs did not decrease for any of the three targets individually. For the LDT, performance on nonwords, but not words, showed improvement while RTs for both words and nonwords decreased. Overall, these gains following short‐term experience abroad were independent of variation in cognitive capacity. This study makes a unique contribution toward understanding the roles of L2 proficiency, context, and individual differences in morphosyntactic and lexical development.

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Section: Discussionmentioning

confidence: 84%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

The Role of Individual Differences in the Study Abroad Context: Cognitive Capacity and Language Development During Short‐Term Intensive Language Exposure

Grey

Cox

Serafini

et al. 2015

The Modern Language Journal

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“…In general, SA studies have found significant gains for students’ morphosyntactic and lexical development even in short‐term SA (e.g., Conroy, ; Grey, Cox, Serafini, & Sanz, ) as well as increases in lexicogrammatical competence (Juan‐Garau, Salazar‐Noguera, & Prieto‐Arranz, ), improvements in the use of pragmatic features (Magnan & Back, ), the range of pragmatic strategies known to students (Ren, ), and the recognition and use of region‐specific grammar forms (Reynolds‐Case, ). In spite of the small sample size (two students), Putra () reported that SA improved students’ grammatical accuracy in writing and speaking.…”

Section: Introductionmentioning

confidence: 99%

Making short‐term study abroad count—Effects on German language skills

Schenker

2018

Foreign Language Annals

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This study investigated the effects of an intensive summer program on students’ writing, reading, listening, vocabulary, and grammar skills. The program consisted of 4 weeks at the U.S. home institution and 4 weeks in Berlin, Germany, and offered the equivalent of two college‐level, second‐year German classes in one summer. During the last three summers, students’ language skills were assessed before and after each summer program using the DIALANG assessment tool. Data were also collected from students participating in the regular‐semester classes, and the outcomes of students in fourth‐semester German were compared to those of students in the summer program. Data revealed that the summer students made statistically significant improvements in all language areas from before to after the program. They outperformed the students who completed the regular courses at home in the areas of vocabulary and listening but achieved lower levels in reading. The results suggest that intensive summer programs that combine at‐home courses and a short‐term stay abroad have positive effects on students’ second language skills and can provide a viable option for students who are unable to spend longer periods in the target country.

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“…There is a small body of research that has investigated L2 development among returning study abroad participants in a variety of areas, including general oral proficiency (Huensch, Tracy-Ventura, Bridges, & Cuesta Medina, 2019;Mehotcheva, 2010), oral accuracy (Howard, 2009;Juan-Garau, 2014;Regan, 2005), oral fluency (Huensch et al, 2019;Huensch & Tracy-Ventura, 2017;Mehotcheva, 2010), listening comprehension (Beattie, Valls-Ferrer, & Pérez-Vidal, 2014), academic and general writing skills (complexity, fluency, accuracy) (Llanes, 2012;Pérez-Vidal & Barquin, 2014;Pérez-Vidal & Juan-Garau, 2009;Sasaki, 2009), lexical development (Kubota, 2017;Pizziconi, 2017), and overall L2 proficiency (Juan-Garau, Salazar-Noguera, & Prieto-Arranz, 2014;Mehotcheva, 2010).…”

Section: Research On L2 Development Post-study Abroadmentioning

confidence: 99%

Overall L2 proficiency maintenance and development among returning ERASMUS study abroad participants

Hessel

2020

SAR

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This study examines the sustainability of gains in overall English proficiency made by 81 German students on ERASMUS study abroad placements in the UK (lasting one term or one academic year) following their return to their home country. Students were tracked using C-tests and questionnaires from pre-study abroad up until nine months post-return. Their development was compared with that of 25 peers who applied for ERASMUS placements, but continued studying at home. The analysis presented focuses on the post-return phase and includes factors associated with individual differences in L2 proficiency development post-return, self-perceived L2 skills development, and returnees’ perceived needs regarding further language classes. Results show that students tended to sustain gains in overall L2 proficiency made during study abroad. L2 proficiency level achieved by the end of study abroad, self-efficacy in using the L2 in social interactions, and majoring in English were all positively associated with post-return L2 development.

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Chapter 10. English L2 learners’ lexico-grammatical and motivational development at home and abroad

Cited by 10 publications

References 44 publications

The Role of Individual Differences in the Study Abroad Context: Cognitive Capacity and Language Development During Short‐Term Intensive Language Exposure

The Role of Individual Differences in the Study Abroad Context: Cognitive Capacity and Language Development During Short‐Term Intensive Language Exposure

Making short‐term study abroad count—Effects on German language skills

Overall L2 proficiency maintenance and development among returning ERASMUS study abroad participants

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