What Makes Us Think That Students Who Study Abroad Become Fluent?

Freed, Barbara F.

doi:10.1075/sibil.9.09fre

Cited by 256 publications

(277 citation statements)

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“…Examples include studies of the effects on L2 acquisition of age, instruction, individuality features, task type, as well as studies on the effects of learning context (e.g. Bygate 1999;Collentine 2004;Derwing and Rossiter 2003;Skehan and Foster 1999;Freed 1995;Freed, Segalowitz and Dewey 2004;Kuiken and Vedder 2007;Muñoz 2006;Spada and Tomita 2007;Yuan and Ellis 2003). From this diverse body of research, CAF emerge as distinct components of L2 performance and L2 proficiency which can be separately measured and which may be variably manifested under varying conditions of L2 use, and which may be differentially developed by different types of learners under different learning conditions.…”

Section: Caf In Sla Researchmentioning

confidence: 99%

Complexity, Accuracy, and Fluency in Second Language Acquisition

Housen

Kuiken

2009

Applied Linguistics

618

311

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Section: Caf In Sla Researchmentioning

confidence: 99%

Complexity, Accuracy, and Fluency in Second Language Acquisition

Housen

Kuiken

2009

Applied Linguistics

618

311

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“…This is the reflection of the speaker"s oral ability. In this circumstance, therefore, many researches attempted to identify the longitudinal fluency development (Towell, 1987;Lennon, 1990& Freed, 1995; the researches to distinguish the fluent and non-fluent language learners (Riggenbach, 1991& Ejzenberg, 2000; and Arevart and Nation"s (1991) fluency improvement in learning an additional language. Most of these researches analyzed the amount of words articulated per minute and the average pauses between the different syllables when speaking.…”

Section: B the Measure Of Speaking Fluencymentioning

confidence: 99%

Is Speaking Fluency Strand Necessary for the College Students to Develop in the EFL Class?

Yang¹

2014

TPLS

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Abstract-This article aims to explore how the EFL teachers and students treat the development of speaking fluency in the EFL class in terms of the teachers' willingness of promoting speaking fluency for their students and the students' demand and preference of the speaking fluency in the EFL class in China. This study also attempts to identify whether there is a dynamic between these two variables. However, the participants in this study including 40 EFL students with a female dominated demography and 10 domestic EFL teachers were randomly convened from a college. Two sets of questionnaire for these EFL teachers and students are a way to observe the result, since the demand of fluency development is a motivational factor for the EFL learners to practice it, while the teachers' willingness of implementation is an effective variable to promote it. Thus, a ttest is applied to precede this outcome and the results indicated that the teachers' willingness of developing speaking fluency for their students is not sufficient. Their students consequently are not familiar with the way of practicing the speaking fluency. Though these EFL students demand a fluent communicative competence in conversations, there is a lack of time, activity, effort and relevant principle of guiding in the current EFL class. The conclusion of this article is that speaking fluency strand is necessary to the college students and therefore further researches should draw attention on its development in the EFL class in China.Index Terms-fluency, speaking fluency, fluency development, preference of speaking fluency, college EFL students, EFL teaching in China

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“…However, Hadis (2005) goes on to say that the research literature on the learning outcomes of study abroad offers a limited number of pre-and post-experimental designs, and even when a post-test is given it is almost always by way of an electronic questionnaire (Stronkhorst, 2005) to assess the attitudinal change and not learning outcomes. Indeed, almost all research that involve a post-study abroad interview have all been to evaluate language acquisition and have neglected learning outcomes (Freed, 1995;Allen & Herron 2003;Magnan & Back 2007). It is likely that the lack of post-test participation is due to the student's adjustment difficulties upon return to their home institutions (Sussman, 1986).…”

Section: Introductionmentioning

confidence: 99%

Study Abroad Field Trip Improves Test Performance through Engagement and New Social Networks

Houser

Brannstrom

Quiring

et al. 2011

Journal of Geography in Higher Education

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Although study abroad trips provide an opportunity for affective and cognitive learning, it is largely assumed that they improve learning outcomes. The purpose of this study is to determine whether a study abroad field trip improved cognitive learning by comparing test performance between the study abroad participants (n ¼ 20) and their peers who did not participate (n ¼ 365). Test performance was statistically identical between these groups before and immediately after the study abroad program. On the final exam, the study abroad participants scored significantly higher. Qualitative methods were used to identify increased engagement with the course material and the creation of new social networks as likely explanations.

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What Makes Us Think That Students Who Study Abroad Become Fluent?

Cited by 256 publications

References 0 publications

Complexity, Accuracy, and Fluency in Second Language Acquisition

Complexity, Accuracy, and Fluency in Second Language Acquisition

Is Speaking Fluency Strand Necessary for the College Students to Develop in the EFL Class?

Study Abroad Field Trip Improves Test Performance through Engagement and New Social Networks

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