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Chapter 5. L2 fluency development in formal instruction and study abroad

The role of initial fluency level and language contact
  • Margalida Valls-Ferrer and Joan Carles Mora
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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

This chapter examines L2 fluency development across Formal Instruction (FI) and Study Abroad (SA) learning periods, thus investigating one of the research questions in the SALA Project, namely whether a three-month SA after a FI period results in significant benefits. The longitudinal approach in the present study focuses both on the period abroad and on the FI periods before and after SA. In addition, we also examined the impact of onset level and language contact profiles on development. L2 fluency improved significantly over time, with gains being mainly obtained during SA. Lower initial fluency levels and greater language contact were associated with fluency gains during SA, but did not fully explain the differential impact of FI and SA on fluency development.

Abstract

This chapter examines L2 fluency development across Formal Instruction (FI) and Study Abroad (SA) learning periods, thus investigating one of the research questions in the SALA Project, namely whether a three-month SA after a FI period results in significant benefits. The longitudinal approach in the present study focuses both on the period abroad and on the FI periods before and after SA. In addition, we also examined the impact of onset level and language contact profiles on development. L2 fluency improved significantly over time, with gains being mainly obtained during SA. Lower initial fluency levels and greater language contact were associated with fluency gains during SA, but did not fully explain the differential impact of FI and SA on fluency development.

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.13.07ch5

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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