Study Abroad Students’ Social Contacts in Different Linguistic Contexts and Their Relationship With English Use and Development

IF 3.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Pub Date : 2024-09-25 DOI:10.1111/lang.12674

Sybille Heinzmann, Robert Hilbe, Kristina Ehrsam, Lukas Bleichenbacher

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引用次数: 0

Abstract

Our contribution draws on quantitative data from a longitudinal mixed‐methods study to uncover different patterns of social contacts of study abroad (SA) students and the relationship of these social contacts with (a) language use, (b) target language development, and (c) contextual variables. Data were obtained by means of online questionnaires pre, during, and post sojourn. English oral proficiency gains were measured using the Oral Proficiency Interview by Computer (OPIc) test before and after the stay. Latent profile analysis yielded four profiles of social contacts, which differed in terms of the degree of integration into the community of locals or international students. Students with distinct profiles differ significantly with respect to language use but not in terms of language gains. Regression analyses indicate that comparable progress in oral proficiency was made by students across profiles of social contacts and also by those in an English as a lingua franca (ELF) context suggesting that different SA context and networking patterns are conducive to second language (L2) gains.

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海外留学生在不同语言环境中的社会接触及其与英语使用和发展的关系

我们的论文利用一项纵向混合方法研究的定量数据，揭示了出国留学（SA）学生不同的社会接触模式，以及这些社会接触与（a）语言使用、（b）目标语言发展和（c）环境变量之间的关系。数据是通过在线问卷调查获得的。英语口语能力的提高是在逗留前后使用计算机口语能力访谈（OPIc）测试进行测量的。隐性特征分析得出了四种社会接触特征，它们在融入当地人或留学生社区的程度上有所不同。具有不同特征的学生在语言使用方面有显著差异，但在语言进步方面没有差异。回归分析表明，不同社会交往背景下的学生以及英语作为通用语言（ELF）背景下的学生在口语水平方面取得的进步相当，这表明不同的社会交往背景和网络模式有利于第二语言（L2）的提高。

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

Language Learning Multiple-

CiteScore

9.10

自引率

15.90%

发文量

期刊介绍： Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.