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Chapter 4. Oral accuracy growth after formal instruction and study abroad

Onset level, contact factors and long-term effects
  • Maria Juan-Garau
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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

The present study examines the effects on oral accuracy of a three-month Study Abroad (SA) period on forty-three advanced-level L3 English learners. It analyses the gains accrued in the SA context in the light of the gains derived from the preceding and subsequent Formal Instruction (FI) environment as well as the impact of contact during SA. It also compares native and non-native performance and examines whether students with a lower or higher pre-departure level make most progress in accuracy abroad. In so doing, this chapter contributes to answering the first research question in the SALA Project. Results show an advantage for the SA context, where learners become more target-like, with long-lasting effects. Students with lower pre-departure levels benefit the most from SA. Some contact variables associated with accuracy development are identified.

Abstract

The present study examines the effects on oral accuracy of a three-month Study Abroad (SA) period on forty-three advanced-level L3 English learners. It analyses the gains accrued in the SA context in the light of the gains derived from the preceding and subsequent Formal Instruction (FI) environment as well as the impact of contact during SA. It also compares native and non-native performance and examines whether students with a lower or higher pre-departure level make most progress in accuracy abroad. In so doing, this chapter contributes to answering the first research question in the SALA Project. Results show an advantage for the SA context, where learners become more target-like, with long-lasting effects. Students with lower pre-departure levels benefit the most from SA. Some contact variables associated with accuracy development are identified.

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.13.06ch4

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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