Language learning in a study-abroad context: Research agenda

Taguchi, Naoko; Collentine, Joseph

doi:10.1017/s0261444818000265

Cited by 25 publications

(17 citation statements)

References 46 publications

(55 reference statements)

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“…Study abroad (SA) is an important topic in the field of second language teaching and learning ( Freed, 1995 , 1998 ; Kinginger, 2009 ; Isabelli-García et al, 2018 ; Kang and Pacheco, 2021 ). The majority of this body of research has centered on students’ perspectives ( Freed, 1995 ; Taguchi and Collentine, 2018 ). Over the past two decades, as more and more second language teachers participate in international professional development programs, increasing research attention has been devoted to the experiences of language teachers in study abroad contexts ( Trent, 2011 ; Çiftçi and Karaman, 2019 ; Baecher, 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Negotiating the impact of international experiences on professional identity development: A case study of Chinese college English teachers

Zhang

Wang²

2022

Front. Psychol.

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This study traced changes in Chinese college English teachers’ professional identities as a result of participating in international professional development programs and examined how the teachers negotiated their professional identities upon return to China. Five college English teachers with at least 10 months of overseas professional development experience took part in the study. Data were collected through semi-structured interviews and relevant documents. It was found that international experiences had a great impact on the teachers’ professional identity construction by empowering them to develop multiple identities as language teaching professionals, university academics, and change agents. The teachers’ reconstruction of professional identities upon return to China was not a linear and smooth process. It was a dynamic process of negotiating with the constraints of the personal and professional contexts to which the teachers returned. The study sheds light on the identity development of internationally trained language teachers and contributes to a deeper understanding of the impact of international experiences on the professional development of second language teachers in similar contexts. It has implications for study abroad programs and for home institutions about how to support the long-term professional development of returnee teachers.

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Section: Literature Reviewmentioning

confidence: 99%

Negotiating the impact of international experiences on professional identity development: A case study of Chinese college English teachers

Zhang

Wang²

2022

Front. Psychol.

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“…Such research presents its own methodological challenges, most obviously the need to identify and/or create substantial input corpora. These could take various forms, ranging from corpora documenting the actual linguistic experience of individual mobile students (as have been created in child L1 acquisition research) to reference corpora reflecting the discourse genres to which SA participants are exposed, as called for by Taguchi and Collentine (2018).…”

Section: Input: Influence and Measuresmentioning

confidence: 99%

Can variation in input explain variation in typical spoken target-language features during study abroad?

Thomas

Mitchell

2022

Journal of the European Second Language Association

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Many studies have confirmed the belief that a stay abroad (SA) is beneficial for second language (L2) development. However, substantial variation in learning outcomes has long been acknowledged. Research has identified a range of factors that explain variability in target-language development. However, few studies have focused on the linguistic characteristics of the overall L2 input available to SA participants. In this study, we examine the role of the input situation during SA, in explaining variation in typical spoken language features. We will present six case studies from the longitudinal LANGSNAP corpus of French L2 learners at a university in the United Kingdom, who undertook a two-semester SA in France. For each participant, we established an input profile based on data from questionnaires and interviews collected before, during and following SA. The analysis of learner production over time examined three typical French spoken-language phenomena: The negative particle ne, the pronoun on as a first-person-plural subject and discourse markers. Since these phenomena are variable in both formal and informal French, we compared the learners' production to variation found in three different reference corpora. Overall, results show a convincing relationship between the ongoing input situation and the production of typical spoken language features. Analyses of the reference corpora show differences in the proportions of the studied phenomena according to the level of formality of language use. For the L2 learners, limited engagement in everyday and informal interaction in French corresponds to a weaker use of the phenomena.

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“…(4) Sentence extension. This section uses fi ve English sentences, each sentence contains only the minimum necessary components (Taguchi & Collentine, 2018). Subjects need to add as many sentence components as possible and ensure that the grammar in the sentence is correct.…”

Section: Test Questions Preparation and Scoringmentioning

confidence: 99%

Correlation Study on Grammatical Sensitivity Test Indexes in Intercultural Communication

Zhang¹

2019

RCIS

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Language teaching cannot be separated from cultural factors. Foreign language communication is cross-cultural communication, which has some relations with linguistic ability. As one of the important components of linguistic aptitude, grammatical sensitivity issues play an important role in the second language acquisition and English teaching. Through the exploration of Carroll's MLAT, we independently designed a set of test questions. The purpose of this study is to study the grammatical sensitivity of linguistic aptitudes and to provide theoretical support for foreign language learning and college English teaching. Our research has found that grammatical sensitivity has a signifi cant impact on their cross-cultural communication and language learning activities among foreign-language learners who are native speakers of Chinese. After research, we can say that the means of making words, extending sentences and reading paragraphs can eff ectively test the grammatical sensitivity of Chinese learners. Finally, grammatical sensitivity can truly aff ect the outcome of language learning. However, due to the diff erent grammar of each language, Chinese grammatical sensitivity cannot be used as an indicator to test foreign language aptitude in Chinese-speaking learners.

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Language learning in a study-abroad context: Research agenda

Cited by 25 publications

References 46 publications

Negotiating the impact of international experiences on professional identity development: A case study of Chinese college English teachers

Negotiating the impact of international experiences on professional identity development: A case study of Chinese college English teachers

Can variation in input explain variation in typical spoken target-language features during study abroad?

Correlation Study on Grammatical Sensitivity Test Indexes in Intercultural Communication

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