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Chapter 1. Contributions of study abroad research to our understanding of SLA processes and outcomes

The SALA Project, an appraisal
  • Cristina Sanz
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Language Acquisition in Study Abroad and Formal Instruction Contexts
This chapter is in the book Language Acquisition in Study Abroad and Formal Instruction Contexts

Abstract

Central to research on second language acquisition (SLA) has been the question of the potential effects of learning conditions on rate of acquisition and final attainment, with enough publications to allow for meta-analyses (Norris & Ortega 2000; Spada & Tomita 2010; Li 2010). Typically, the specific learning conditions themselves, whether implicit or explicit, have been motivated either by research on cognitive psychology – memorization vs. rule search, for example – or have been pedagogical in nature – grammar explanation or type of feedback. As of late, however, the field has been reconsidering the breadth of those external conditions to include research on Study Abroad as a special context characterized by an uninstructed (i.e. implicit) component that may or may not combine with an instructed (i.e. explicit) component. With this, research on Study Abroad – the topic of the present volume – has moved to a central place in SLA research. This chapter introduces the SALA Project as an example of the contributions that research on study/stay abroad can make to our understanding of how second languages are learned.

Abstract

Central to research on second language acquisition (SLA) has been the question of the potential effects of learning conditions on rate of acquisition and final attainment, with enough publications to allow for meta-analyses (Norris & Ortega 2000; Spada & Tomita 2010; Li 2010). Typically, the specific learning conditions themselves, whether implicit or explicit, have been motivated either by research on cognitive psychology – memorization vs. rule search, for example – or have been pedagogical in nature – grammar explanation or type of feedback. As of late, however, the field has been reconsidering the breadth of those external conditions to include research on Study Abroad as a special context characterized by an uninstructed (i.e. implicit) component that may or may not combine with an instructed (i.e. explicit) component. With this, research on Study Abroad – the topic of the present volume – has moved to a central place in SLA research. This chapter introduces the SALA Project as an example of the contributions that research on study/stay abroad can make to our understanding of how second languages are learned.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Chapter 1. Contributions of study abroad research to our understanding of SLA processes and outcomes 1
  4. Part I. The SALA Project
  5. Chapter 2. Study abroad and formal instruction contrasted 17
  6. Chapter 3. The ‘ins and outs’ of a study abroad programme 59
  7. Part II. The SALA Project
  8. Chapter 4. Oral accuracy growth after formal instruction and study abroad 87
  9. Chapter 5. L2 fluency development in formal instruction and study abroad 111
  10. Chapter 6. Phonological development in L2 speech production during study abroad programmes differing in length of stay 137
  11. Chapter 7. The role of onset level on L2 perceptual phonological development after formal instruction and study abroad 167
  12. Chapter 8. Listening performance and onset level in formal instruction and study abroad 195
  13. Chapter 9. Comparing progress in academic writing after formal instruction and study abroad 217
  14. Chapter 10. English L2 learners’ lexico-grammatical and motivational development at home and abroad 235
  15. Chapter 11. A longitudinal study of learners’ motivation and beliefs in at home and study abroad contexts 259
  16. Chapter 12. Contrasting intercultural awareness at home and abroad 283
  17. Part III. The SALA Project and beyond
  18. Chapter 13. Research on language development during study abroad 313
  19. Index 327
https://doi.org/10.1075/aals.13.01ch1

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Chapter 1. Contributions of study abroad research to our understanding of SLA processes and outcomes 1
  4. Part I. The SALA Project
  5. Chapter 2. Study abroad and formal instruction contrasted 17
  6. Chapter 3. The ‘ins and outs’ of a study abroad programme 59
  7. Part II. The SALA Project
  8. Chapter 4. Oral accuracy growth after formal instruction and study abroad 87
  9. Chapter 5. L2 fluency development in formal instruction and study abroad 111
  10. Chapter 6. Phonological development in L2 speech production during study abroad programmes differing in length of stay 137
  11. Chapter 7. The role of onset level on L2 perceptual phonological development after formal instruction and study abroad 167
  12. Chapter 8. Listening performance and onset level in formal instruction and study abroad 195
  13. Chapter 9. Comparing progress in academic writing after formal instruction and study abroad 217
  14. Chapter 10. English L2 learners’ lexico-grammatical and motivational development at home and abroad 235
  15. Chapter 11. A longitudinal study of learners’ motivation and beliefs in at home and study abroad contexts 259
  16. Chapter 12. Contrasting intercultural awareness at home and abroad 283
  17. Part III. The SALA Project and beyond
  18. Chapter 13. Research on language development during study abroad 313
  19. Index 327
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