Home Linguistics & Semiotics Chapter 10. English L2 learners’ lexico-grammatical and motivational development at home and abroad
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Chapter 10. English L2 learners’ lexico-grammatical and motivational development at home and abroad

  • Maria Juan-Garau , Juana Salazar-Noguera and José Igor Prieto-Arranz
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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 explores the effects of a three-month study abroad (SA) period on fifty-seven advanced learners of L3 English. More specifically, the study focuses on effects on the participants’ lexico-grammatical competence (measured through cloze and sentence rephrasing tests) and their interface with possible motivational changes. The analysis considers the preceding and subsequent formal instruction (FI) periods experienced in the at-home (AH) university. Thus, this chapter addresses the first two main objectives of the SALA Project, namely to compare the impact of two different learning contexts (SA and FI) (1) on the learner’s overall (in this case, lexico-grammatical) competence in English; and (2) on the learner’s affective variables (in this case, motivation – encompassing attitudes – and beliefs), also exploring the possible interaction between language achievement and motivational development. Results point to visible lexico-grammatical gains, with learners gradually approaching – although never quite reaching – native-speaker performance levels after both FI and SA, whilst evidence is also found for positive long-term effects of the latter. Lastly, integrative orientations towards the target-language community are seen to rise in both contexts.

Abstract

This chapter explores the effects of a three-month study abroad (SA) period on fifty-seven advanced learners of L3 English. More specifically, the study focuses on effects on the participants’ lexico-grammatical competence (measured through cloze and sentence rephrasing tests) and their interface with possible motivational changes. The analysis considers the preceding and subsequent formal instruction (FI) periods experienced in the at-home (AH) university. Thus, this chapter addresses the first two main objectives of the SALA Project, namely to compare the impact of two different learning contexts (SA and FI) (1) on the learner’s overall (in this case, lexico-grammatical) competence in English; and (2) on the learner’s affective variables (in this case, motivation – encompassing attitudes – and beliefs), also exploring the possible interaction between language achievement and motivational development. Results point to visible lexico-grammatical gains, with learners gradually approaching – although never quite reaching – native-speaker performance levels after both FI and SA, whilst evidence is also found for positive long-term effects of the latter. Lastly, integrative orientations towards the target-language community are seen to rise in both contexts.

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.13.12ch10

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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