6. Time and Amount of L2 Contact Inside and Outside the School – Insights from the European Schools

Chapters in this book

1. Frontmatter i
2. Contents v
3. Contributors vii
4. Acknowledgements xi
5. Introduction xiii
6. Part 1: Theoretical Underpinnings of Intensive Learning
7. 1. Is Intensive Learning Effective? Reflecting on the Results from Cognitive Psychology and the Second Language Acquisition Literature 3
8. Part 2: Intensive Instruction
9. 2. Intensive L2 Instruction in Canada: Why not Immersion? 25
10. 3. Closing the Gap: Intensity and Proficiency 45
11. 4. When Comprehensible Input is not Comprehensive Input: A Multi-dimensional Analysis of Instructional Input in Intensive English as a Foreign Language 66
12. 5. What Language is Promoted in Intensive Programs? Analyzing Language Generated from Oral Assessment Tasks 88
13. 6. Time and Amount of L2 Contact Inside and Outside the School – Insights from the European Schools 111
14. Part 3: Learners’ Perceptions and Intensive Exposure
15. 7. The Significance of Intensive Exposure as a Turning Point in Learners’ Histories 141
16. 8. Change or Stability in Learners’ Perceptions as a Result of Study Abroad 161
17. Part 4: Naturalistic Immersion
18. 9. The Impact of Study Abroad and Age on Second Language Accuracy Development 193
19. 10. Oral and Written Development in Formal Instruction and Study Abroad: Differential Effects of Learning Context 213
20. 11. Differences in L2 Segmental Perception: The Effects of Age and L2 Learning Experience 234
21. Index 256