Successful L3 learning in a study abroad context: a personal narrative

Róg, Tomasz

doi:10.1080/14708477.2016.1277232

Cited by 9 publications

(7 citation statements)

References 40 publications

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“…A number of the subjects were living in places where the target language was spoken, and so their situations could be compared to those of study abroad participants. The subjects confirmed the previous findings (e.g., Alred & Byram, 2002;Conroy, 2018;García-Amaya, 2017;Karaman & Tochon, 2010;Li, 2017;Róg, 2017;Shively, 2016) showing how personal relationships to native speakers in the target language environment are valued both for their motivation and for providing opportunities to speak and receive feedback. Although most of these subjects had only positive things to say about living where the target language was spoken, one was deeply homesick and unhappy, confirming previous findings (Müller, 2017;Stewart, 2010) that learning languages in the target language environment is not, as commonly thought, the magic solution to the challenges of language learning.…”

Section: Discussionsupporting

confidence: 87%

“…There is a body of research on study abroad programs (Alred & Byram, 2002;Conroy, 2018;García-Amaya, 2017;Karaman & Tochon, 2010;Li, 2017;Róg, 2017;Shively, 2016) that illustrates the role of personal relationships in providing motivation for increasing one's communicative competence as well as native speaker feedback. However, it is important to note that study abroad experiences do not always result in positive personal relationships with speakers of the target language.…”

Section: Relationships With Other Speakersmentioning

confidence: 99%

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Social and Institutional Factors Affecting Language Learning Activities

Case

2023

Apples

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This article aims to contribute to an understanding of how social and institutional factors affect the language learning environments of university students studying less-commonly taught languages (Turner, 1958), at beginner level by distance online. The empirical material is drawn from longitudinal case studies of students who enrolled in beginner-level distance courses in LCTLs at a regional Swedish university in the early 2010s. The study supports previous research illustrating the importance of sociocultural factors in learning activities. Furthermore, the study adds to research showing that for LCTLs an online learning context provides affordances that simply may not exist in campus settings and makes the study of LCTLs accessible to people for whom it would otherwise not be, an important contribution to linguistic diversity. The novel finding of this study is the direct and clearly articulated effect of different policies and frameworks on individuals’ choices of how, when and where to study, which suggests a need to examine further the ways that government and supranational entities shape the decisions made by adult learners.

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Section: Discussionsupporting

confidence: 87%

Section: Relationships With Other Speakersmentioning

confidence: 99%

Social and Institutional Factors Affecting Language Learning Activities

Case

2023

Apples

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“…Past SA research has prioritized measurement of L2 gains and target‐language‐only immersion within host sites (Marijuan & Sanz, 2018; Tullock & Ortega, 2017). However, recent research shows that multilinguals acquiring additional languages tend to draw on all their languages in the learning process (Douglas Fir Group, 2016; Ortega, 2014; Róg, 2017; Tullock & Ortega, 2017). Individuals like Terry are accustomed to using all available linguistic and cultural resources to interact and communicate across contexts: Her decisions about language use in the SA context were fluid and complex, as our analysis will demonstrate.…”

Section: Theoretical Framework and Previous Researchmentioning

confidence: 99%

Translingual and Transcultural Reflection in Study Abroad: The Case of a Vietnamese‐American Student in Guatemala

Quan

Menard–Warwick

2021

The Modern Language Journal

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How multilinguals reflect on and interpret their experiences abroad as they acquire an additional language has been undertheorized in study abroad research. Multilinguals navigate multiple identities, cross linguistic and social boundaries, and employ an array of resources to make meaning-that is, they engage in translingual practice. This article presents the case of Terry-a Vietnamese-American learner of Spanish-during a 13-week stay in Guatemala as she navigates and reflects on her sense of self. Employing translingual practice and symbolic competence as theoretical frameworks, this study examines how Terry drew on her cultural and linguistic background to understand her experiences abroad and in turn, how an abroad experience encouraged critical self-reflection. Through a thematic analysis of interviews, course assignments, and audio-recorded classroom observations, the findings illustrate how an abroad curriculum that emphasized structured critical reflection and local engagement encouraged Terry's development of critical translingual competence; an awareness of the symbolic significance of meaning-making resources across contexts; and the inextricable connections among identity, language, and culture.

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“…Based on L2MSS and Self-discrepancy theory (Higgins, 1987), Lanvers (2016) proposed the Self-discrepancy Model for Language learners which bisects the ideal self into Own/Other-Ideal and the Ought-to Self into Own/Other-Ought, differentiating effects exerted by Own and Other. As multilingualism has become a DOI: 10.4236/jss.2020.88038 454 Open Journal of Social Sciences prevalent phenomenon, more studies have been conducted on learning motivations of a third language (Henry, 2011;Róg, 2017). This study can fill the gap in the literature by providing an in-depth illustration of L3 learning motivation of young Chinese learners of LOTEs.…”

Section: Introductionmentioning

confidence: 98%

“Don’t You Reckon That Being a Multilingual Person Is Cool?”—Investigating the L3 Learning Motivation of Chinese University Learners

Zhang¹

2020

JSS

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In order to deepen our understanding of relationship between third language learning motivation and third language acquisition (TLA), this paper reports on a case study on L3 motivation of two Chinese university students with very similar profiles studying Italian and Thai as L3 respectively. Through analyzing interview transcripts, this study centers on the nuanced picture of differences in learning behavior of two language learners, making an explicit enunciation of their motivational type, following the framework of L2 Motivation Self System (L2MSS) proposed by Dörnyei (2009) and the Self-discrepancy model for language learners (Lanvers, 2016).

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Successful L3 learning in a study abroad context: a personal narrative

Cited by 9 publications

References 40 publications

Social and Institutional Factors Affecting Language Learning Activities

Social and Institutional Factors Affecting Language Learning Activities

Translingual and Transcultural Reflection in Study Abroad: The Case of a Vietnamese‐American Student in Guatemala

“Don’t You Reckon That Being a Multilingual Person Is Cool?”—Investigating the L3 Learning Motivation of Chinese University Learners

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