Evaluation and the Summer Language Program Abroad: A Review Essay

Milleret, Margo

doi:10.2307/328523

Cited by 3 publications

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“…Second language (L2) learners who study abroad in an immersion context may or may not show linguistic development. Research has shown that immersion in the target culture is of great value to learners, especially in improving oral production ability (Brecht, Davidson, & Ginsberg, 1993;Collentine, 2004;Isabelli-García, 2003;Kaplan, 1989;Lennon, 1990;Liskin-Gasparro & Urdaneta, 1995;Milleret, 1990;Polanyi, 1995;. There are, however, inconsistencies in study abroad research because claims are made based on different acquisition aspects and distinct amounts of time spent abroad.…”

Section: Introductionmentioning

confidence: 99%

Acquisition of Spanish Gender Agreement in Two Learning Contexts: Study Abroad and At Home

Isabelli-García

2010

Foreign Language Annals

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The goal of this study is to describe the acquisition rate for gender acquisition in Spanish and to show whether individual variability and language contact may affect this rate. The participants were intermediate second language Spanish (first language English) learners in the study abroad and at‐home contexts over a 4‐month period. The participants received grammaticality judgment tests coded for morphological class of the modified noun as well as attributive and predicative adjectives. Data were also collected on social behavior and language contact in Spanish and English in order to explain data outcome. The findings suggest that no difference exists between the two learning contexts and that social behavior and language contact abroad have minimal influence on acquisition rate.

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Section: Introductionmentioning

confidence: 99%

Acquisition of Spanish Gender Agreement in Two Learning Contexts: Study Abroad and At Home

Isabelli-García

2010

Foreign Language Annals

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“…For example, Segalowitz and Freed (2004) used the OPI to examine oral fluency gains by comparing students who did to those who did not study abroad, and Juan-Garau and Perez-Vidal (2007) assessed fluency, accuracy, complexity, rate of formula use, and other outcomes of the oral performance of participants in role-play and narrative tasks with the OPI. However, the OPI is limited in determining oral fluency development because it is not sensitive to short-term changes, particularly at the upper levels (Freed, 1995;Liskin-Gasparro, 1995;Milleret, 1996), and it is not known how consistently it would perform in assessing teachers' language skills' development.…”

Section: Measures Of Foreign Language Development: Formal Assessmentsmentioning

confidence: 99%

The Influence of a Study Abroad Teacher Training Program on the Language Development of Korean Teachers of English

Choe¹

2016

The Journal of AsiaTEFL

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This study investigates the effects of a four-week study abroad teacher training program for Korean teachers of English for their language development. To assess linguistic development, pretest and posttest listening, reading, grammar, speaking, and writing were assessed. The participants completed self-assessment questionnaires that asked them to assess the extent to which their language had improved after the program. The participants' daily journal entries were collected and some of the participants were interviewed to examine their perceptions of their language development. The pretest and posttest scores were compared with a MANOVA and follow-up ANOVA tests. The results showed that, except for their reading scores, their skills had significantly improved. On the selfassessment questionnaire, most participants considered a few items as improved after the program, and a few believed that their listening and speaking skills had declined after they experienced communicative failures during the study abroad. This study provides significant insight into the implementation of English teacher training programs, how they can be improved, and their extension to other types of foreign language teachers.

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Student Expectations, Motivations, Target Language Use, and Perceived Learning Progress in a Summer Study Abroad Program in Germany

Badstübner

Ecke

2009

Die Unterrichtspraxis

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This study investigated students' motives for participating in a short‐term study abroad program in Germany, their expectations about learning progress at the beginning of the program, and their perceived progress in various language skills at the end of the program. Findings indicated that students' expectations were higher than their perceived progress in all skills with the exception of cultural learning. Correlations were found between reported frequency of listening in the L2 and gains in L2 listening proficiency, and between the goals “to be in contact with Germans” and “cultural enrichment” with expected gains in speaking and listening skills.

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Evaluation and the Summer Language Program Abroad: A Review Essay

Cited by 3 publications

References 0 publications

Acquisition of Spanish Gender Agreement in Two Learning Contexts: Study Abroad and At Home

Acquisition of Spanish Gender Agreement in Two Learning Contexts: Study Abroad and At Home

The Influence of a Study Abroad Teacher Training Program on the Language Development of Korean Teachers of English

Student Expectations, Motivations, Target Language Use, and Perceived Learning Progress in a Summer Study Abroad Program in Germany

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