Study Abroad, Previous Language Experience, and Spanish L2 Development

Abstract

This study investigates second language (L2) development of Spanish verbal morphology, subject omissions, and subject‐verb (SV) inversions by learners in two different proficiency levels and learning contexts. Oral narratives from 40 L2 learners at the intermediate and advanced levels, both at home and in a study abroad (SA) program, were examined for these three properties of Spanish. Results from the data analysis indicate that learners at different proficiency levels do not show the same pattern of development for each of the properties being examined after an SA experience. While verb agreement morphology can be learned with only classroom instruction, omissions of thematic subjects are improved through SA at both the intermediate and the advanced levels. Finally, only advanced learners produce SV inversions after studying abroad. With respect to the results, exposure to high‐input frequencies (such as those that might be available from an SA experience) as well as the higher cognitive abilities of advanced learners appear to positively influence the L2 development of these structures.

Using Facebook Data to Analyze Learner Interaction During Study Abroad

“…Observed interactions by researcher (e.g., ethnography, case study) Llanes, 2012Serrano, Tragant & Llanes, 2012Lee, 2012Bataller, 2010Dewey, Bown, & Eggett, 2012Goulah, 2012Marques-Pascual, 2011Copland & Garton, 2011Mitchell, 2012Masuda, 2011 Pérez-Vidal & Juan-Garau, 2011 Castañeda & Zirger, 2011Taguchi, 2011Yang & Kim, 2011Jackson, 2011Davidson, 2010Hernández, 2010Shively, 2010DeKeyser, 2010 Isabelli-Garcia, 2010 Hernández, 2010Knight & Schmidt-Rinehart, 2010Isabelli-García, 2010Martinsen, 2010Stewart, 2010 Willis Allen, 2010…”

Subject expression in L2 Spanish: Convergence of generative and usage-based perspectives?

“…Montrul and Rodríguez-Louro (2006) reported 12.5% subject–verb agreement errors among intermediate learners. Marqués Pascual (2011) reports a comparable subject–verb agreement error rate (approximately 13%) for intermediate learners. In this context, the question is whether overt pronouns are a type of functional compensation for learners’ incomplete control of verb morphology.…”

Language learning and study abroad

“…Generally, development in grammatical accuracy is in line with other aspects of language domains. That is, although some students show development (e.g., Duperron 2006; Marques-Pascual 2011; Juan-Garau et al 2014; Salgado Robles 2014; Grey et al 2015), not all do (e.g., DeKeyser 2010; Geeslin et al 2010; Isabelli-García 2010; Wang 2010), and quasi-experimental work often indicates no difference in development between SA and AH (e.g., Martínez-Arbelaiz & Pereira Rodríguez 2008; Arnett 2013).…”