Residence abroad within language study

Coleman, James A.

doi:10.1017/s0261444800012659

Cited by 102 publications

(62 citation statements)

References 113 publications

(127 reference statements)

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“…Extensive and intensive interactions with native speakers are useful means to raising language proficiency levels (Coleman, 1997). The positive impacts of immersion programmes on participants' language development have been reported in previous studies (e.g., Crew & Bodycott, 2001;Tang & Choi, 2004).…”

Section: Language Enhancementmentioning

confidence: 74%

International Field Experience – What Do Student Teachers Learn?

Lee

2011

AJTE

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Section: Language Enhancementmentioning

confidence: 74%

International Field Experience – What Do Student Teachers Learn?

Lee

2011

AJTE

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“…The year abroad appears to favour fluency and naturalness of speech over grammatical accuracy and complex patterns of speech (Coleman 1997;Freed 1998;Tanaka and Ellis 2003).…”

Section: Benefits Of Studying Abroadmentioning

confidence: 99%

“…These are normally heightened linguistic competence, increased selfconfidence, increased maturity and better academic performance once students are back in their home countries ( The benefits linked more specifically to linguistic competence have been shown to be oral and aural proficiency followed by vocabulary development, whereas writing and grammar are the areas with the least progress recorded (Badstuner and Ecke 2009; Brecht, Davidson and Ginsberg 1993;Coleman 1997; De Keyser 1991;Freed 1998;Meara 1994). The year abroad appears to favour fluency and naturalness of speech over grammatical accuracy and complex patterns of speech (Coleman 1997;Freed 1998;Tanaka and Ellis 2003). …”

mentioning

confidence: 99%

Erasmus language students in a British university: a case study

Bogain

2012

The Language Learning Journal

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Students' assessment of their academic experience is actively sought by Higher Education institutions, as evidenced in the National Student Survey introduced in 2005. Erasmus students, despite their growing numbers, tend to be excluded from these satisfaction surveys, even though they, too, are primary customers of a University. This study aims to present results from bespoke questionnaires and semistructured interviews with a sample of Erasmus students studying languages in a British University. These methods allow us insight into the experience of these students and their assessment as a primary customer, with a focus on language learning and teaching, university facilities and student support. It investigates to what extent these factors influence their levels of satisfaction and what costs of adaptation if any, they encounter. Although excellent levels of satisfaction were found, some costs affect their experience. They relate to difficulties in adapting to a learning methodology based on a low number of hours and independent learning and to a guidance and support system seen as too stifling. The results portray this cohort's British University as a well-equipped and well-meaning but ultimately overbearing institution, which may indicate that minimising costs can eliminate some sources of dissatisfaction. IntroductionStudent mobility in the European Union has become increasingly significant since the inception of the Erasmus scheme in 1987. The latest figures from the European Union show that the number of Erasmus students rose from 3,244 in 19873,244 in to 198,523 in 20083,244 in /20093,244 in (Europa 2010. Sometimes, this is unbalanced, for example in the United Kingdom, where the number of outgoing students in 2008-2009 was 10,826 whilst incoming students reached 20,850. The present study offers further empirical research into the experience of Erasmus students by focusing on how Erasmus language students perceive and assess being a language student in a British university. British students are considered "primary customers" of a University (Crawford: 1991;Douglas, Douglas and Barnes 2006;Hill 1995), "the direct recipients of the service provided" by a University (Douglas et al., 2006, p.251), and this idea led the Higher Education Funding Council for England (HEFCE) to introduce the National Student Survey (NSS), aimed at final year students, to seek their views on various aspects of teaching, assessment and support provided by a course and a University, in order to ascertain students' levels of satisfaction. Erasmus students, however, have never been included in the NSS. If they follow the same course as British students their views should be sought as well, as they, too, are customers, albeit for a shorter period. This would contribute to an understanding of how they assess studying in a British University and what factors affect their level of satisfaction. As the drive towards internationalisation of Higher Education is becoming more and more pronounced, as illustrated by the frequent use of t...

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“…According to Murphy-Lejeune (2002), in 1996, UNESCO estimated that the number of internationally mobile students reached 1,400,000 worldwide and projected an increase of 50,000 students each year in the years to come. For example, in the 1990s, the United States dispatched approximately 71,000 undergraduates each year to other countries (Freed, 1995), and in Europe, under the European Union's SOCRATES programme alone, nearly 200,000 students study abroad each year (Coleman, 1997). The ethnographic experience of these internationally mobile students attracts the attention of researchers of various disciplines including those in language and culture learning and acquisition.…”

Section: Ethnographic Study In Naturalistic Settingsmentioning

confidence: 99%

Culture and language learning: teaching, research and scholarship

2004

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Residence abroad within language study

Cited by 102 publications

References 113 publications

International Field Experience – What Do Student Teachers Learn?

International Field Experience – What Do Student Teachers Learn?

Erasmus language students in a British university: a case study

Culture and language learning: teaching, research and scholarship

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