International Student Mobility as Transnationalism

Tyne, Henry; Ruspini, Paolo

doi:10.4324/9781003087953-2

Cited by 6 publications

(3 citation statements)

References 1 publication

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“…Some studies have indeed observed a positive effect of L2 immersion abroad on learners’ collocation knowledge (González Fernández & Schmitt, 2015; Groom, 2009; Macis & Schmitt, 2017; Siyanova & Schmitt, 2008). In other studies, it was found that a stay in the target language country did not lead to an appreciably higher or more accurate use of L2 collocations (Boone, 2021; Li & Schmitt, 2010; Nesselhauf, 2005). Because findings have been mixed, L2 immersion will be added as a variable in our analysis.…”

Section: Learner-related Variablesmentioning

confidence: 88%

“…This might be explained by the fact that 5 months might be quite short for collocation development, or by the fact that also the students going to a non-German-speaking country continued studying German at the universities abroad. It might also depend on students’ active engagement with the L2 in social interaction abroad (e.g., González Fernández & Schmitt, 2015), which might take place outside the target language country too (e.g., Boone, 2021). Also here, qualitative interview data, for example on students’ L2 exposure and use or their L2 learning experience during SA, could yield relevant information.…”

Section: Discussionmentioning

confidence: 99%

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A longitudinal study into learners’ productive collocation knowledge in L2 German and factors affecting the learning

Boone

Wilde

Eyckmans

2022

Stud Second Lang Acquis

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This longitudinal study explored the roles of item- and learner-related variables in L2 learners’ development of productive collocation knowledge (L1 = Dutch; L2 = German; NLearners= 50). Learners’ form recall knowledge of 35 target collocations was measured three times over a 3-year period. The item-related variables investigated were L1-L2 congruency, corpus frequency, association strength, and imageability. We also explored the learner-related variables L2 prior productive vocabulary knowledge and L2 immersion. Mixed-effects regression modeling indicated a significant effect of time, congruency, and prior productive vocabulary knowledge on learners’ collocation learning. While learners’ knowledge of congruent collocations remained relatively stable after year one, knowledge of incongruent collocations increased significantly. Learners’ prior productive vocabulary knowledge was clearly associated with growth of productive collocation knowledge, but besides overall growth there were instances of attrition.

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Section: Learner-related Variablesmentioning

confidence: 88%

Section: Discussionmentioning

confidence: 99%

A longitudinal study into learners’ productive collocation knowledge in L2 German and factors affecting the learning

Boone

Wilde

Eyckmans

2022

Stud Second Lang Acquis

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“…Due to this concern, HEIs would need to carefully identify possible partners, appropriate programmes and curriculum, and conduct thorough student and staff screening. Because cross-border schooling typically includes people moving from one country to another, geopolitical differences may also provide a dilemma for all parties concerned (Cantwell, 2016;Tyne & Ruspini, 2021).…”

Section: Post-pandemic Challengesmentioning

confidence: 99%

E-Learning: Global Perspectives, Challenges and Educational Implications

2022

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The Publisher has taken reasonable care in the preparation of this book, but makes no expressed or implied warranty of any kind and assumes no responsibility for any errors or omissions. No liability is assumed for incidental or consequential damages in connection with or arising out of information contained in this book. The Publisher shall not be liable for any special, consequential, or exemplary damages resulting, in whole or in part, from the readers' use of, or reliance upon, this material. Any parts of this book based on government reports are so indicated and copyright is claimed for those parts to the extent applicable to compilations of such works.

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Research methods in study abroad

Pérez-Vidal

Sanz

2023

Research Methods in Applied Linguistics

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The chapter summarizes the evolution of SA research from the 90s to the present, a field that has become an established area of inquiry with theoretical impact and methodological sophistication. SA research has incorporated the different approaches and methodological changes that have characterized second language acquisition (SLA) scholarship, including technological advances and new designs and approaches to research. This trajectory suggests it is now a good time to stop and reflect upon the methodological developments that have taken place in our field, to identify strengths and weaknesses, and to look ahead and point towards new directions. The first section of the chapter presents a bird’s eye view of study abroad (SA) research, while the second summarizes results from published meta-analyses on methodology implemented in empirical studies on personal and language development in immersive contexts abroad. Based on the information presented throughout the volume, the chapter then moves to present a critical summary of the limitations identified in past research as well as proposals for future SA studies.

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International Student Mobility as Transnationalism

Cited by 6 publications

References 1 publication

A longitudinal study into learners’ productive collocation knowledge in L2 German and factors affecting the learning

A longitudinal study into learners’ productive collocation knowledge in L2 German and factors affecting the learning

E-Learning: Global Perspectives, Challenges and Educational Implications

Research methods in study abroad

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