L2 development during study abroad in China

Kim, Jeongwoon; Dewey, D.; Baker-Smemoe, Wendy; Ring, Spencer; Westover, Andrew S.; Eggett, Dennis L.

doi:10.1016/j.system.2015.10.005

Cited by 27 publications

(12 citation statements)

References 34 publications

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“…Much research on the linguistic benefits of SA has examined the development of L2 oral production abilities. This research has found positive effects of SA for overall proficiency (e.g., Di Silvio, Diao, & Donovan, 2016; Segalowitz & Freed, 2004), fluency (e.g., Kim et al., 2015), pronunciation (e.g., Díaz–Campos, 2004; Lord, 2006), and lexical complexity and richness (e.g., Kim et al., 2015; Serrano, Tragant, & Llanes, 2012). Another facet of L2 oral production abilities that has been examined, but has yielded less uniform results, is grammatical accuracy, with some studies showing improvement (e.g., Isabelli & Nishida, 2005; Serrano et al., 2012) and others finding no significant effects (e.g., Collentine, 2004; DeKeyser, 2010).…”

Section: Linguistic Development During Samentioning

confidence: 96%

Grammatical and Lexical Development During Short‐Term Study Abroad: Exploring L2 Contact and Initial Proficiency

Issa

Faretta–Stutenberg

Bowden

2020

The Modern Language Journal

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This study examined linguistic development among both intermediate and advanced college-level second language (L2) learners during short-term study abroad summer programs in Spain. Participants completed a measure of overall proficiency, as well as assessments of receptive grammatical (morphosyntactic) and lexical (semantic) abilities at the beginning and end of their programs. They also reported their use of and exposure to the target language on a weekly basis while abroad. Analyses explored (a) whether learners in each group made gains in these receptive abilities, and (b) to what extent contact with the L2 and/or initial proficiency accounted for variability in linguistic development across all learners. Results indicated that learners in both groups evidenced significant linguistic gains, in both morphosyntactic and lexical domains for the intermediate-level learners, and in the lexical domain for the advanced learners. In analyses across all learners, L2 contact did not account for variability in either morphosyntactic or lexical development, whereas higher initial proficiency facilitated some morphosyntactic and lexical development. Results suggest that learners at both intermediate and advanced levels can experience linguistic gains during short-term study abroad, and that initial proficiency plays a limited role in explaining variability in gains among these learners.

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Section: Linguistic Development During Samentioning

confidence: 96%

Grammatical and Lexical Development During Short‐Term Study Abroad: Exploring L2 Contact and Initial Proficiency

Issa

Faretta–Stutenberg

Bowden

2020

The Modern Language Journal

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“…However, there was no change over time with regard to phonation time ratio (time speaking/total time including pausing). Kim et al (2015) investigated Chinese L2 learners (English L1) before and after a semester in China and found significant improvements in speech rate (words/minute) and mean silent pause length. Interestingly, learners produced significantly more filled and silent pauses per minute at the posttest, but the authors do not comment on potential reasons for these changes.…”

Section: Fluency and Study Abroadmentioning

confidence: 99%

“…RESEARCH INVESTIGATING LANGUAGE learning during residence/study abroad has shown that time abroad does not lead to equal improvement in all areas of language (Collentine, 2009;Kinginger, 2009;Llanes, 2011). One of the most consistent results has been that the largest gains are found in the area of oral fluency (Du, 2013;Freed, 1995;Kim et al, 2015;Mora & Valls-Ferrer, 2012;Towell, Hawkins, & Bazergui, 1996). When context of learning is compared-for example, study abroad and at-home instruction-study abroad learners typically make significantly more gains in fluency than at-home learners receiving traditional instruction (Freed, Segalowitz, & Dewey, 2004; The Modern Language Journal, 101, 2, (2017) DOI: 10.1111/modl.12395 0026-7902/17/275-293 $1.50/0 C 2017 The Modern Language Journal Serrano, Llanes, & Tragant, 2011).…”

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confidence: 99%

L2 Utterance Fluency Development Before, During, and After Residence Abroad: A Multidimensional Investigation

Huensch

Tracy‐Ventura

2017

The Modern Language Journal

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This study investigated second language fluency development over a nearly 2‐year period which included an academic year abroad and the year immediately following the participants' return to their home university. Data from 24 L1 English learners of Spanish were collected 6 times: once before, 3 times during, and 2 times after a 9‐month stay abroad. Participants were recorded orally retelling a picture‐based narrative, and data were coded for 9 measures of utterance fluency. Results indicated different developmental trends: Gains in speed fluency appeared quickly and were maintained after the return from study abroad, whereas gains in breakdown fluency often took longer and were more sensitive to attrition after returning home. There were no changes over time in repair fluency. These results appear to indicate that some fluency improvements are more robust and less likely to be affected by the change in context (study abroad vs. home country). The findings fill a gap in our understanding of the relationship between oral fluency development and second language speech production processes, and have implications for study abroad researchers as well as post‐study abroad instruction.

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“…on sub-measures of oral improvements within the different segments of the OPI, to indicate potential task differences. Kim et al (2015) provided rich data on fluency among other aspects of linguistic development, based on computerised OPI tests, finding faster speech rate and shorter pauses among a cohort of 22 US students after a 16-week semester stay in China. However, again the OPI data were not broken down for possible within-task variation.…”

Section: Fluency During Samentioning

confidence: 99%

“…Sound files were transcribed using CHAT (MacWhinney, 2000), then analysed further using CLAN or PRAAT software (Boersma & Weenink, 2014). Given the complex nature of analysing Mandarin word boundaries (Du, 2013;Kim et al, 2015;Li & Yang, 2009), we follow Kim et al (2015) in calculating single characters as equal to a syllable, and report all our measures as characters per second. In view of the limited sample size, non-parametric inferential analysis was used; all resulting measures were analysed using SPSS.…”

Section: Task 4 Was An Open Conversation Discussing What the Studentsmentioning

confidence: 99%

Effects of task type on L2 Mandarin fluency development

Wright

2020

JSLS

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This study explores task effects on fluency development in second language (L2) Mandarin during study abroad (SA) in China, given linguistic and pedagogic challenges facing western learners of Mandarin (Zhao, 2011). Data from 10 adult English learners of Mandarin were compared pre/post 10 months’ SA in China. Performance was measured in 4 tasks with different task loads (rehearsed vs. spontaneous speech, in monologic and dialogic mode). Significant differences between the rehearsed monologue and other tasks found pre-SA were generally not found after SA. Some differences remained between monologues and dialogues, suggesting that task load effects may override SA impact. Claims about the impact of SA on L2 oral development should take more account of different task demands, to help further illuminate our understanding of how SA may benefit L2 fluency.

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L2 development during study abroad in China

Cited by 27 publications

References 34 publications

Grammatical and Lexical Development During Short‐Term Study Abroad: Exploring L2 Contact and Initial Proficiency

Grammatical and Lexical Development During Short‐Term Study Abroad: Exploring L2 Contact and Initial Proficiency

L2 Utterance Fluency Development Before, During, and After Residence Abroad: A Multidimensional Investigation

Effects of task type on L2 Mandarin fluency development

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