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Study Abroad Research in Second Language Acquisition and International Education最新文献

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Do students carry their home in their pocket? 学生会把家装在口袋里吗？
Study Abroad Research in Second Language Acquisition and International Education Pub Date : 2024-02-09 DOI: 10.1075/sar.22018.mro
Aurore Mroz
{"title":"Do students carry their home in their pocket?","authors":"Aurore Mroz","doi":"10.1075/sar.22018.mro","DOIUrl":"https://doi.org/10.1075/sar.22018.mro","url":null,"abstract":"\u0000 This longitudinal mixed methods study followed 16 U.S.-affiliated learners of French in Paris. After merging\u0000 monthly social network and weekly smartphone usage reports, K-means clusters analysis revealed significant differences between (1)\u0000 learners displaying attachment to versus detachment from their friends and family at home, and (2) smartphone usage profiles –\u0000 spectators versus communicators and explorers. Triangulation with pre-/during-/post-study abroad in-depth interviews allowed\u0000 identification of what was most instrumental for participants’ interactions in the target language and intercultural gains:\u0000 geolocation applications on their phones and living with host families. The electronic umbilical cord hypothesized to exist for\u0000 those displaying attachment was in fact not a detrimental force – quite the opposite. Instead, the way participants had\u0000 (detrimentally) taken their home with them to Paris was by being visited by friends and family, by often interacting with U.S.\u0000 students on site, and by frequently consuming English-speaking audiovisual content on their phones.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":"40 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139847719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Adjust or crumble while studying abroad 在海外学习期间调整或崩溃
Study Abroad Research in Second Language Acquisition and International Education Pub Date : 2024-02-09 DOI: 10.1075/sar.22006.har
J. K. Harrison, Holly Brower, Nelson C. Brunsting
{"title":"Adjust or crumble while studying abroad","authors":"J. K. Harrison, Holly Brower, Nelson C. Brunsting","doi":"10.1075/sar.22006.har","DOIUrl":"https://doi.org/10.1075/sar.22006.har","url":null,"abstract":"\u0000This study provides greater understanding of the student characteristics and practices that affect the success of a study abroad experience as evidenced by students’ adjustment. Two personal characteristics of students, grit and cultural intelligence (CQ), and one learning behavior, reflective thinking, were investigated. The study was conducted among undergraduate students from the United States participating in study abroad semester programs with 309 matched/completed surveys returned. Results show that grit, entailing consistency of interest and perseverance of effort, has a positive effect on student adjustment when abroad. Also, three of the four dimensions of CQ (metacognitive, cognitive, and motivational) positively influenced study abroad; however, behavioral CQ did not have a significant effect. Furthermore, this study demonstrates that reflection and critical reflection have a positive impact on students’ adjustment when abroad. These results can inform the design of study abroad orientation programs to better facilitate cultural adjustment.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":"378 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139848043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The effects of study abroad on L2 vocabulary development 留学对 L2 词汇发展的影响
Study Abroad Research in Second Language Acquisition and International Education Pub Date : 2024-02-09 DOI: 10.1075/sar.22014.bor
Emre Güvendir, Judith Borràs, Meltem Acar Güvendir
{"title":"The effects of study abroad on L2 vocabulary development","authors":"Emre Güvendir, Judith Borràs, Meltem Acar Güvendir","doi":"10.1075/sar.22014.bor","DOIUrl":"https://doi.org/10.1075/sar.22014.bor","url":null,"abstract":"\u0000 While research on second language (L2) vocabulary development after a study abroad (SA) experience has been\u0000 largely investigated, findings are still not clear-cut because of the multifaceted nature of vocabulary and the different\u0000 methodologies used when investigating its growth. For this reason, the aim of the present study was to elucidate the link between\u0000 SA and lexical development. A multilevel meta-analysis including 25 studies was conducted to examine the extent to which overall,\u0000 receptive vocabulary (RV) and productive vocabulary (PV) are impacted by a SA experience. A second objective was to determine\u0000 whether length of stay (LoS) in the target country has an effect on L2 vocabulary development. Results showed that international\u0000 stays have a significantly large impact on RV and overall vocabulary and a significantly moderate impact on PV. The analysis also\u0000 showed that LoS alone cannot be used as a predictor of gains in the students’ L2 vocabulary.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":"122 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139850490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The effects of study abroad on L2 vocabulary development 留学对 L2 词汇发展的影响
Study Abroad Research in Second Language Acquisition and International Education Pub Date : 2024-02-09 DOI: 10.1075/sar.22014.bor
Emre Güvendir, Judith Borràs, Meltem Acar Güvendir
{"title":"The effects of study abroad on L2 vocabulary development","authors":"Emre Güvendir, Judith Borràs, Meltem Acar Güvendir","doi":"10.1075/sar.22014.bor","DOIUrl":"https://doi.org/10.1075/sar.22014.bor","url":null,"abstract":"\u0000 While research on second language (L2) vocabulary development after a study abroad (SA) experience has been\u0000 largely investigated, findings are still not clear-cut because of the multifaceted nature of vocabulary and the different\u0000 methodologies used when investigating its growth. For this reason, the aim of the present study was to elucidate the link between\u0000 SA and lexical development. A multilevel meta-analysis including 25 studies was conducted to examine the extent to which overall,\u0000 receptive vocabulary (RV) and productive vocabulary (PV) are impacted by a SA experience. A second objective was to determine\u0000 whether length of stay (LoS) in the target country has an effect on L2 vocabulary development. Results showed that international\u0000 stays have a significantly large impact on RV and overall vocabulary and a significantly moderate impact on PV. The analysis also\u0000 showed that LoS alone cannot be used as a predictor of gains in the students’ L2 vocabulary.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":" 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139790817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Learners’ beliefs about English language learning 学习者对英语学习的信念
Study Abroad Research in Second Language Acquisition and International Education Pub Date : 2024-02-09 DOI: 10.1075/sar.22008.kan
Hyun-Sook Kang
{"title":"Learners’ beliefs about English language learning","authors":"Hyun-Sook Kang","doi":"10.1075/sar.22008.kan","DOIUrl":"https://doi.org/10.1075/sar.22008.kan","url":null,"abstract":"\u0000 This study explored the beliefs about English language learning demonstrated by Korean-speaking college students\u0000 while sojourning in the United States. Adopting a contextual approach to learner beliefs, the study further examined the nature of\u0000 changes in sojourners’ beliefs and what aspects of study abroad were related to such changes. To this end, the study drew on the\u0000 participants’ accounts of their second language (L2) experiences in connection with different aspects of study abroad through\u0000 episodic narrative interviews. A thematic analysis of the interview data suggests that sojourners’ beliefs about language learning\u0000 are reminiscent of societal ideological structures and school or familial influences. During the sojourn, learner beliefs about L2\u0000 learning were reshaped by interactions with co-nationals and members of the host community as micro-level resources situated in\u0000 the meso-level host program. Sojourners further demonstrated changes in their broad perspectives on what constitutes an in situ\u0000 form of bilingualism in the sending and host countries.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":"8 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139849634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Spanish heritage speakers as pre-departure conversation partners 讲西班牙语的人作为出发前的对话伙伴
Study Abroad Research in Second Language Acquisition and International Education Pub Date : 2023-10-05 DOI: 10.1075/sar.21039.mar
Silvia Marijuan
{"title":"Spanish heritage speakers as pre-departure conversation partners","authors":"Silvia Marijuan","doi":"10.1075/sar.21039.mar","DOIUrl":"https://doi.org/10.1075/sar.21039.mar","url":null,"abstract":"Abstract Drawing on previous research showing the centrality of pre-departure interventions in the success of a study abroad (SA) program and on a translingual practice framework ( Canagarajah, 2013 ), the current study addresses the implementation of a pre-departure conversation exchange between peers from diverse racial/ethnic/cultural/linguistic background as an integral part of a four-week SA program in Spain. Reflections and survey data were collected from a mixed group of SA participants, both second language learners ( n = 14) and Spanish heritage speakers (SHSs; n = 4), as well as from their SHS conversation partners ( n = 5) to determine: (a) the perceived goals and challenges of the mixed SA cohort for studying abroad; (b) the perceived benefits of the pre-departure conversation exchange with SHSs on SA learners’ performative competence; and (c) the perceived benefits for SHS conversation partners on their identity formation, heritage language maintenance, and agency.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135480677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Chinese heritage speakers as language brokers in internship abroad 讲中文的人到国外实习做语言中介
Study Abroad Research in Second Language Acquisition and International Education Pub Date : 2023-10-05 DOI: 10.1075/sar.22004.wan
Yi Wang, Wenhao Diao
{"title":"Chinese heritage speakers as language brokers in internship abroad","authors":"Yi Wang, Wenhao Diao","doi":"10.1075/sar.22004.wan","DOIUrl":"https://doi.org/10.1075/sar.22004.wan","url":null,"abstract":"Abstract Focusing on four Chinese heritage speakers seeking internships while studying in China, this ethnographic multi-case study reveals how their linguistic ideologies can shape their life and work abroad. Drawing upon the theory of language ideology, findings show that heritage speakers were perceived as model Chinese speakers in the classroom, and their bilingual upbringing was also considered an asset by Chinese multinational companies. While the bilingual identity afforded them initial access to internship opportunities, in the workplace they were assigned language tasks (e.g., translation) rather than responsibilities aligned with their academic training. As this distribution of labor foregrounds heritage speakers’ bilingual identity, it places them into the peripheral role as language service providers in the corporate realm. By describing these perplexing experiences, our results provide a more nuanced understanding of heritage speakers’ experiences abroad and unpack the linguistic expectations and implications for those who seek internships while studying abroad.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135480679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The changing landscape of heritage language learners abroad 国外传统语言学习者的变化
Study Abroad Research in Second Language Acquisition and International Education Pub Date : 2023-10-05 DOI: 10.1075/sar.23005.geo
Angela George
{"title":"The changing landscape of heritage language learners abroad","authors":"Angela George","doi":"10.1075/sar.23005.geo","DOIUrl":"https://doi.org/10.1075/sar.23005.geo","url":null,"abstract":"Abstract This special issue highlights current research on topics related to linguistic and identity development of heritage language learners (HLLs) who participate in study abroad programs. With the steady increase of study abroad, it is becoming more common for HLLs to study in the country of their heritage or in one where the heritage language is spoken. The issues and challenges faced by HLLs often differ from their second language counterparts. While research on the linguistic development of HLLs abroad is increasing, much work remains. This introduction will highlight the importance of researching HLLs abroad, the growing amount of research conducted on HLLs, and identity work on HLLs abroad. In addition to these topics, several ideas are provided for future research on HLLs abroad. Following this, the articles in the special issue are presented, emphasizing how they contribute to the topics presented in this introductory section.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":"301 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135435842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“A mí no me gusta España mucho” vs.“Yo quiero ir a toda España, me encanta España” “我不太喜欢西班牙”vs.“我想去整个西班牙，我爱西班牙”
Study Abroad Research in Second Language Acquisition and International Education Pub Date : 2023-10-05 DOI: 10.1075/sar.21041.pea
Meghann M. Peace
{"title":"“<i>A mí no me gusta España mucho</i>” vs.“<i>Yo quiero ir a toda España, me encanta España</i>”","authors":"Meghann M. Peace","doi":"10.1075/sar.21041.pea","DOIUrl":"https://doi.org/10.1075/sar.21041.pea","url":null,"abstract":"Abstract Research on heritage speakers abroad constitutes a growing field. Of particular interest is linguistic accommodation by heritage speakers in Spain. Previous work suggests that such accommodation may be affected by participants’ social networks and Spanish fluency. Most work, however, has not directly examined interactions with local peers, nor has it considered participants’ receptiveness to Spain as a possible factor. This study analyzes the linguistic choices of four heritage speakers in interaction with Spanish peers at the midpoint of a semester-long program in central Spain. Spain was the desired destination of two participants, while the other two would have preferred Latin America. However, all showed minimal accommodation. Receptiveness to Spain does not seem to explain their choices; rather, their language use in interaction was likely driven by their identity stances and their desire to create relationships of either closeness or distance with their particular Spanish interlocutors.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135436036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“Being myself in Spanish” “用西班牙语做我自己”
Study Abroad Research in Second Language Acquisition and International Education Pub Date : 2023-10-05 DOI: 10.1075/sar.22001.poz
Rebecca Pozzi, Chelsea Escalante, Tracy Quan
{"title":"“Being myself in Spanish”","authors":"Rebecca Pozzi, Chelsea Escalante, Tracy Quan","doi":"10.1075/sar.22001.poz","DOIUrl":"https://doi.org/10.1075/sar.22001.poz","url":null,"abstract":"Abstract This case study examines the pragmatic development of address forms of a US-based Spanish heritage speaker of Mexican descent, Juan, during an 11-week abroad program in Argentina. Instruments included a background questionnaire, a pre/post-written elicitation task, four interviews, and 16 naturalistic recordings during host family dinners and service encounters. Findings indicate that Juan decreased his use of vos on elicitation tasks and did not use vos at all in naturalistic recordings. There was an increase, however, in his metapragmatic awareness, or his understanding of the ways variable forms index social meaning, specifically regarding address forms. These results were related to Juan’s bicultural identity construction, investment, and evolving withdrawal from or participation in the host community. This study highlights the importance of triangulating elicited and naturalistic data with qualitative information and moving away from appropriate-based models that compare heritage speakers’ pragmatic choices to those of monolingual native speakers.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134975547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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