Out-of-class language contact and vocabulary gain in a study abroad context

Abstract

a b s t r a c tThis article reports a study of the relationships between out-of-class language contact and vocabulary gain in a study abroad (SA) context. The sample (n ¼ 241) were adult, mixed-L1 SA learners of English. Vocabulary testing took place at the beginning and end of the SA period and a questionnaire was administered between those time points to determine the types of out-of-class language contact most identified with by the sample. Analysis grouped participants by location (Oxford or London) and length of stay (short, medium or long). The findings indicated that the types of out-of-class language contact that the sample identified with most were not facilitative of varied input and opportunities for use of L2 lexis and as such, regression analyses failed to identify a significant relationship between informal contact and vocabulary gain. The pedagogical implication of these findings calls for inclusion in SA curricula of guidance for learners on how to plan, manage and manipulate informal language contact for maximum linguistic gain.

The Impact of Instruction and Out‐of‐School Exposure to Foreign Language Input on Learners’ Vocabulary Knowledge in Two Languages

“…However, these studies have produced contradictory findings regarding its effect on language proficiency. Although Lindgren and Muñoz () found a positive relationship between listening to songs and young learners’ reading and listening comprehension, other studies with older learners (Briggs, ; González‐Fernández & Schmitt, ; Peters, ; Schmitt & Redwood, ) did not reveal any relationship between listening to songs and vocabulary knowledge.…”

“…Moreover, extensive reading has the potential to boost vocabulary learning, especially with more advanced learners (Webb & Chang, ). However, research into the effect of out‐of‐school reading on learners’ language proficiency and vocabulary knowledge has revealed mixed findings (Briggs, ; González‐Fernández & Schmitt, ; Lindgren & Muñoz, ; Peters, ; Schmitt & Redwood, ). Peters's () study showed that although 16‐ and 19‐year‐old learners of English as a foreign language in Flanders do not often read books or magazines, there was a positive correlation between the reading that they did do outside the classroom and their vocabulary knowledge.…”

“…Studies have shown that learners of English as a foreign language frequently listen to English language songs (Briggs, ; González‐Fernández & Schmitt, ; Lindgren & Muñoz, ; Peters, ). However, these studies have produced contradictory findings regarding its effect on language proficiency.…”

L2 reading and vocabulary development after a short Study Abroad experience

“…She concluded that the period abroad was significantly favourable for productive vocabulary development. Another relevant study on SA and vocabulary is that by Briggs (2015), in which the author explored if out-of-class activities affected gains in receptive and productive vocabulary. Participants in her study (n= 241) had different first languages and studied English in the UK for different 35-36 40 VIAL n_17 -2020 periods of time (short = 6-10 weeks, medium = 11-15 weeks, long = 16-20 weeks).…”

“…Previous research has shown that vocabulary knowledge is related to reading development (Grabe, 2009;Li & Kirby, 2014), so examining the impact of an SA experience on lexical knowledge is necessary when analysing the SA impact on reading. Although some of the studies that have analysed the effect of an SA experience on vocabulary development report positive results (Ife, Vives, Boix, & Meara, 2000;Briggs, 2015), these studies have explored the effects of longer SA experiences (3-4 months) and only very few studies to date have examined the effect of a short SA (3-4 weeks) experience on vocabulary development. One of such studies is Llanes and Muñoz (2009), but the authors only included two vocabulary measures, namely oral lexical complexity and lexical errors.…”