Profiling language and culture strategy use patterns of ESL student teachers in study abroad by using self-reported data

Abstract

This paper addresses a niche in studies on immersion programmes for English as second language learners. While studies on the impact of the experience of studying abroad are replete with reports about the enhancement of participants' language proficiency or intercultural skills, the present study investigates the types of language and culture strategies used by a group of student teachers on an overseas immersion programme by coding their interview responses and documenting the types of strategies reported. It also traces changes in the participants' perceptions of their strategy use before, during and after studying abroad. The findings show that while participants reported using speaking strategies and listening strategies much more than other language strategies, only a narrow range of both strategy groups are reported. Similar findings are found in their use of culture strategies. Different changes in strategy use before, during and after the immersion are reported. The paper interprets the findings. Both short-term and long-term pedagogic implications for strategy development on study-abroad programmes are proposed.

Short-Term International Experiences in Language Teacher Education: A Qualitative Meta-Synthesis

“…They also developed a deeper awareness of language learning processes, teacher talk, learner characteristics, and language teaching strategies (Harbon, 2007). One promising novel approach in tracking language development in micro terms was the investigation into the language strategies that were used by the participants (Ma et al, 2015). The most frequent speaking strategy was to seek out interactional opportunities.…”

“…The most frequent speaking strategy was to seek out interactional opportunities. The same participants also learned to nod and smile more, to use formulaic language more, and to initiate familiar topics to facilitate their communication in English (Ma et al, 2015).…”

“…However, the other participant limited both her reflection and contact with locals. Even though individuals differed to a certain extent in terms of their cultural gains, an important number of self-reports showed that they increased their cultural awareness, tolerance toward differences, and respect for diversity (Allen, 2010;Kızılaslan, 2010;Lee, 2009;Ma et al, 2015;Plews et al, 2014).…”

“…In addition to their important role in personal and linguistic outcomes, the host families had a critical role in shaping intercultural perspectives and modifying worldviews (Karaman & Tochon, 2010). The host families were particularly effective in helping participants solve problems or misunderstandings related to cultural differences (Ma et al, 2015). Likewise, with positive host family experiences, participants were able to fight the challenges that were brought by the adjustment period to a new environment (Marx & Pray, 2011).…”

Nitel Bir Araştırma: Öğretmen Adaylarının Konuşma Becerileri Öğretme Algıları Üzerine

“…Their perception on being an effective language teacher also indicated that they should have a good command of the target culture. Similarly, another study (Ma et al, 2015) explored perceptions of a group of student teachers by asking a research question such as whether the participants' perceptions on the types of language strategy use and culture strategy use change before, during and after studying abroad. The result revealed that three strategies in facilitating communication in English such as 'nodding and smiling', 'using formulaic language', and 'initiating familiar topics' were among the significant increases after study abroad programme.…”