The Effect of Learning Context on L2 Listening Development

Abstract

Little research has been done on the effect of learning context on L2 listening development. Motivated by DeKeyser’s (2015) skill acquisition theory of second language acquisition, this study compares L2 listening development in study abroad (SA) and at home (AH) contexts from both language knowledge and processing perspectives. One hundred forty-nine Chinese postgraduates studying in either China or the United Kingdom participated in a battery of listening tasks at the beginning and at the end of an academic year. These tasks measure auditory vocabulary knowledge and listening processing efficiency (i.e., accuracy, speed, and stability of processing) in word recognition, grammatical processing, and semantic analysis. Results show that, provided equal starting levels, the SA learners made more progress than the AH learners in speed of processing across the language processing tasks, with less clear results for vocabulary acquisition. Studying abroad may be an effective intervention for L2 learning, especially in terms of processing speed.

The Experiences of International Students Learning English at Chinese Universities: A Case Study from the Perspective of Yin and Yang

“…Comparative studies further demonstrate that language learners in an immersion environment are likely to develop higher levels of general English proficiency, oral English fluency, listening processing speed, and writing accuracy than their counterparts in a home-country environment (e.g. Freed et al, 2004;Hessel & Vanderplank, 2018;Isabelli-García & Isabelli, 2020;Iskhakova & Bradly, 2022;Serrano et al, 2011;Yu et al, 2021). That is, empirical evidence suggests that an immersion English learning environment is conducive to language learning and has a facilitative effect on language development.…”

“…There are two common environments for learning a foreign language: firstly, in foreign language learning classrooms in the learner's own country, and secondly, in immersion settings in a foreign country where the target language functions as the official language for everyday social interaction and communication (Ellis, 2008;Freed et al, 2004;Yu et al, 2021). The difference between these two kinds of learning environments lies largely in the wider exposure to the target language when it is used as the official language.…”

“…The difference between these two kinds of learning environments lies largely in the wider exposure to the target language when it is used as the official language. Such an immersion environment potentially offers international students rich input, and abundant opportunities to engage in interaction, receive informative feedback and generate output (Llanes, 2019;Yu et al, 2021). The difference is related to the sociolinguistic functions of the target language in two environments, one as a foreign language that learners presumably learn and use only in the classroom, while the other as a dominant language that learners are exposed to and can use meaningfully beyond the classroom (Sato & Storch, 2022).…”

“…Many studies compare the gains in language proficiency of shortterm study-abroad students and domestic EFL learners (e.g. Freed et al, 2004;Isabelli-García & Isabelli, 2020;Iskhakova & Bradly, 2022;Serrano et al, 2011;, suggesting that specific language skills benefit from an immersion environment (Iskhakova & Bradly, 2022;Moore et al, 2021), particularly in oral proficiency (Jochum, 2014; , writing accuracy (Llanes & Muñoz, 2013;Serrano et al, 2011), and listening processing efficiency (Yu et al, 2021).…”

“…For instance, Yu et al (2021) investigated the effect of the learning context on Second Language (L2) listening among three groups of Chinese postgraduates: 47 non-English majors in the UK (immersion group), 53 non-English majors in China (domestic-regular group), and 49 English majors in China (domestic-intensive group) over an academic year. They compared students' auditory vocabulary knowledge and listening processing efficiency.…”