Home Linguistics & Semiotics Chapter 7. The role of onset level on L2 perceptual phonological development after formal instruction and study abroad
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Chapter 7. The role of onset level on L2 perceptual phonological development after formal instruction and study abroad

  • 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

The present study addresses, focusing on perceptual phonological competence, one of the main research questions within the SALA Project: namely, whether there are differential gains attributable to Formal Instruction (FI) and Study Abroad (SA) contexts, and whether there are different patterns of development associated with learners’ pre-SA onset level. The data analysed comprises a three-year language learning period. The results revealed significant gains in discrimination ability during the FI period and lack of gains during SA, with no significant loss or gain occurring at delayed post-test. Large inter-subject differences indicated that the amount of gains obtained during FI varied as a function of learners’ initial level, the lower learner group obtaining the largest gains in discrimination scores.

Abstract

The present study addresses, focusing on perceptual phonological competence, one of the main research questions within the SALA Project: namely, whether there are differential gains attributable to Formal Instruction (FI) and Study Abroad (SA) contexts, and whether there are different patterns of development associated with learners’ pre-SA onset level. The data analysed comprises a three-year language learning period. The results revealed significant gains in discrimination ability during the FI period and lack of gains during SA, with no significant loss or gain occurring at delayed post-test. Large inter-subject differences indicated that the amount of gains obtained during FI varied as a function of learners’ initial level, the lower learner group obtaining the largest gains in discrimination scores.

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.13.09ch7

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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