The learning potential of English as a lingua franca contexts in the eyes of study abroad students

IF 3.7 1区文学 Q1 LINGUISTICS

Studies in Second Language Learning and Teaching Pub Date : 2024-01-17 DOI:10.14746/ssllt.34274

Sybille Heinzmann, Zeynep Köylü, Kristina Ehrsam

引用次数: 0

Abstract

This paper presents insights from two interview studies with the aim of shedding light on the learning potential of studying abroad in an area where English is used as a lingua franca. The majority of previous research on study abroad focuses on students’ experiences of studying abroad in target-language regions, for example learners of English studying abroad in English-speaking countries. To date, the learning potential of spending time in English as a lingua franca (ELF) contexts remains an under-researched area. The present paper draws on two separate interview studies that have been conducted with five Turkish and five Swiss study abroad students that stayed in different European ELF contexts as part of their studies at higher education institutions. The data suggests that even though the participants still partially adhere to native speaker norms, they also discuss a number of characteristics of English as a lingua franca study abroad (ELFSA) contexts that they deem conducive to learning English and enhancing their plurilingual competences.

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留学学生眼中英语作为通用语言的学习潜力

本文介绍了两项访谈研究的见解，旨在阐明在英语作为通用语言的地区留学的学习潜力。以往有关留学的研究大多侧重于学生在目标语言地区的留学经历，例如英语学习者在英语国家的留学经历。迄今为止，在英语作为通用语言（ELF）的环境中学习英语的潜力仍然是一个研究不足的领域。本文分别对五名土耳其学生和五名瑞士学生进行了访谈研究。数据表明，尽管参与者仍部分遵守母语规范，但他们也讨论了英语作为一种通用语言的留学环境（ELFSA）的一些特点，他们认为这些特点有利于学习英语和提高他们的多语言能力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Second Language Learning and Teaching LINGUISTICS-

CiteScore

5.30

自引率

2.90%

发文量

审稿时长

12 weeks

期刊介绍： Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. At least one of the four issues per year is a special focus issue devoted to a particular area of second language learning and teaching, sometimes with a guest editor who is an expert on a specific topic.