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Chapter 8. Listening performance and onset level in formal instruction and study abroad

  • John Beattie , Margalida Valls-Ferrer and Carmen Pérez-Vidal
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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 chapter seeks to throw light onto the main research question in SALA, to measure the short and long-term effects on listening abilities of a three-month Study Abroad (SA) period, in the case of seventy-five Catalan/Spanish advanced EFL participants within the SALA Project. They are examined in the light of the gains accrued during a preceding and a subsequent Formal Instruction (FI) context at home (AH) and in relation to onset proficiency level. Progress was found to be significant over time, the SA context was more beneficial than the FI context and the benefits were maintained 15 months later. In particular, low level listeners benefited most from the combination of FI and SA contexts, although remaining significantly different from native speakers of English.

Abstract

The present chapter seeks to throw light onto the main research question in SALA, to measure the short and long-term effects on listening abilities of a three-month Study Abroad (SA) period, in the case of seventy-five Catalan/Spanish advanced EFL participants within the SALA Project. They are examined in the light of the gains accrued during a preceding and a subsequent Formal Instruction (FI) context at home (AH) and in relation to onset proficiency level. Progress was found to be significant over time, the SA context was more beneficial than the FI context and the benefits were maintained 15 months later. In particular, low level listeners benefited most from the combination of FI and SA contexts, although remaining significantly different from native speakers of English.

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.13.10ch8

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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