Hostname: page-component-5b777bbd6c-4n89n Total loading time: 0 Render date: 2025-06-21T06:27:55.007Z Has data issue: false hasContentIssue false
  • English
  • Français

Language learning in a study-abroad context: Research agenda

Published online by Cambridge University Press:  13 September 2018

Naoko Taguchi  and
Joseph Collentine
Naoko Taguchi
Affiliation:
Carnegie Mellon University, USAtaguchi@andrew.cmu.edu
Joseph Collentine
Affiliation:
Northern Arizona University, USAJ.Collentine@nau.edu
Get access Rights & Permissions [Opens in a new window]

Extract

Isabelli-García, Bown, Plew & Dewey (forthcoming) presented the ‘state of the art’ in research on language learning abroad. Beginning with Carroll's (1967) claim that ‘time spent abroad is one of the most potent variables’ predicting second language (L2) abilities (p. 137), the scope of study-abroad research has grown multifold in guiding theoretical frameworks, empirical methods, and objects of examination. A half-century of work surveyed in Isabelli-García et al.’s review reveals diverse goals of investigation, ranging from studies focusing on documenting learning outcomes, to studies aiming to unveil the process and nature of learning in a study-abroad context.

Type
Thinking Allowed
Information
Language Teaching , Volume 51 , Issue 4 , October 2018 , pp. 553 - 566
Copyright
Copyright © Cambridge University Press 2018 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

ACTFL (2015). World-readiness standards for learning languages (4th edn.). Alexandria, VA: Author.Google Scholar
Anderson, J. R. (1993). Rules of the mind. Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Philadelphia: Multilingual Matters.Google Scholar
Byram, M. (2012). Conceptualizing intercultural (communicative) competence and intercultural citizenship. In Jackson, J. (ed.), The Routledge handbook of language and intercultural communication. Oxford: Routledge, 85–98.Google Scholar
Carroll, J. B. (1967). Foreign language proficiency levels attained by language majors near graduation from college. Foreign Language Annals 1, 131–151.Google Scholar
Christensen, P., Mikkelsen, M., Nielsen, T. & Harder, H. (2011). Children, mobility, and space: Using GPS and mobile phone technologies in ethnographic research. Journal of Mixed Methods Research 5.3, 227–246.Google Scholar
Clyne, M. (2003). Dynamics of language contact: English and immigrant languages. Cambridge: Cambridge University Press.Google Scholar
Coleman, J. (2013) Researching whole people and whole lives. In Kinginger, C. (ed.), Social and cultural aspects of language learning in study abroad. Amsterdam: John Benjamins, 17–44.Google Scholar
Collentine, J. (2009). Study abroad research: Findings, implications and future directions. In Long, M. H. & Doughty, C. J. (eds.), Handbook of language teaching. Oxford: Wiley-Blackwell, 218–233.Google Scholar
Collentine, J. & Freed, B. (2004). Learning contexts and its effects on second language acquisition. Special issue. Studies in Second Language Acquisition 26.Google Scholar
Dax, J., Ludwig, T., Meurer, J., Pipek, V., Stein, M. & Stevens, G. (2015). FRAMES – A framework for adaptable mobile event-contingent self-report studies. In Díaz, P. et al. (eds.), End-User Development: 5th International Symposium. Netherlands: Springer, 141–155.Google Scholar
Deardroff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education 10, 241–266.Google Scholar
DeKeyser, R. M. (2009). Cognitive-psychological processes in second language learning. In Long, M. & Doughty, C. (eds.), Handbook of second language teaching. Oxford: Wiley-Blackwell, 119–138.Google Scholar
DeKeyser, R. (2010). Monitoring processes in Spanish as a second language during a study abroad program. Foreign Language Annals 43.1, 80–92.Google Scholar
Dewey, D. P., Belnap, R. K. & Hillstrom, R. (2013). Social network development, language use, and language acquisition during study abroad: Arabic language learners’ perspectives. Frontiers 22.2, 84–110.Google Scholar
Diao, W. (2016). Peer socialization into gendered Mandarin practices in a study abroad context: Talk in the dorm. Applied Linguistics 37.5, 599–620.Google Scholar
DuFon, M. & Churchill, E. (2006). Language learners in a study abroad context. Amsterdam: John Benjamins.Google Scholar
Eisenhardt, K. & Graebner, M. (2007). Theory building from cases: Opportunities and challenges. Academy of Management Journal 50.1, 25–32.Google Scholar
Fantini, A. V. (2009). Assessing intercultural competence: Issues and tools. In Deardroff, D. K. (ed.), The Sage handbook of intercultural competence. Thousand Oaks, CA: Sage, 456–476.Google Scholar
Fernández, J. & Tapia, A. G. (2016). An appraisal of the language contact profile as a tool to research local engagement in study abroad. Study Abroad Research in Second Language Acquisition and International Education 1.2, 248–276.Google Scholar
Fishman, J. A. (1972). Domains and the relationship between micro- and macrosociolinguistics. In Gumperz, J. & Hymes, D. (eds.), Directions in sociolinguistics. The ethnography of speaking. New York: Holt, Rinehart and Winston, 407–434.Google Scholar
Garrett-Rucks, P. (2016). Intercultural competence in instructed language learning: Bridging theory and practice. Charlotte, NC: Information Age Publishing.Google Scholar
Gautier, R. & Chevrot, J. P. (2015). Social networks and acquisition of sociolinguistic variation in a study abroad context: A preliminary study. In Mitchell, R., Tracy-Ventura, N. & McManus, K. (eds.), Social interaction, identity and language learning during residence abroad. EUROSLA Monographs 4. Amsterdam: European Second Language Acquisition, 169–184.Google Scholar
Hammer, M. R., Bennett, M. J. & Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory. International Journal of Intercultural Relations 27, 421–443.Google Scholar
Hymes, H. D. (1972). On communicative competence. In Pride, J. B. & Holmes, J. (eds.), Sociolinguisitics: Selected readings. Middlesex: Penguin, 269–293.Google Scholar
Isabelli-García, C., Bown, J., Plews, J. L. & Dewey, D. P. (2018). Language learning and study abroad. Language Teaching 51.4.Google Scholar
Isabelli-García, C. (2006). Social networks, motivation, and attitudes: Implications for SLA. In DuFon, M. A. & Churchill, E. (eds.), Language learners in contexts. Clevedon: Multilingual Matters, 231– 258.Google Scholar
INCA (2004). Intercultural Competence Assessment. Retrieved on 10 January, 2012 from: www.incaproject.orgGoogle Scholar
Jackson, J. (2009). Intercultural learning on short-term sojourns. Intercultural Education 20, 59–71.Google Scholar
Jackson, J. (2010). Intercultural journeys: From study to residence abroad. Basingstoke: Palgrave MacMillan.Google Scholar
Jackson, J. (2014). The process of becoming reflexive and intercultural: Navigating study abroad and reentry experience. In Clark, J. Byrd & Dervin, F. (eds.), Reflexivity and multimodality in language education: Rethinking multilingualism and interculturality in accelerating, complex and transnational spaces, Abingdon: Routledge, 43–63.Google Scholar
Jackson, J. (2015). Becoming interculturally competent: Theory to practice in international education. International Journal of Intercultural Relations 48, 91–107.Google Scholar
Jackson, J. (2016). Global citizenship and intercultural engagement: Insights from an online course for international exchange students. The International Journal of Learning: Annual Review 23, 15–26.Google Scholar
Kelley, C. & Meyers, J. (1995). Cross-cultural adaptability inventory manual. Arlington, VA: Vangent.Google Scholar
Kinginger, C. (2009). Language learning and study abroad: A critical reading of research. Basingstoke: Palgrave Macmillan.Google Scholar
Kinginger, C. (2013). Social and cultural aspects of language learning in study abroad. Amsterdam: John Benjamins.Google Scholar
Kolaczyk, E. & Csá́rdi, G (2014). Statistical analysis of network data with R. New York: Springer-Verlag.Google Scholar
Lafford, B.A. (2006). The effects of study abroad vs classroom contexts on Spanish SLA: Old assumptions, new insights and future research directions. In Klee, C. A. & Face, T. L. (eds.), Selected proceedings of the 7th conference on the acquisition of Spanish and Portuguese as first and second languages. Somerville, MA: Cascadilla Proceedings Project, 1–25.Google Scholar
Larsen-Freeman, D. (2006). The emergence of complexity, fluency and accuracy in the oral and written production of five Chinese learners of English. Applied Linguistics 27, 590–619.Google Scholar
Leong, C. H. (2007). Predictive validity of the Multicultural Personality Questionnaire: A longitudinal study on the socio-psychological adaptation of Asian undergraduates who took part in a study-abroad program. International Journal of Intercultural Relations 31.5, 545–559.Google Scholar
Matsumura, S. (2003). Modelling the relationships among interlanguage pragmatic development, L2 proficiency, and exposure to L2. Applied Linguistics 24.4, 465–491.Google Scholar
McCulloh, I., Armstrong, H. & Johnson, A. (2013). Social network analysis with applications. Somerset: John Wiley & Sons.Google Scholar
Milroy, L. & Gordon, M. (2003). Sociolinguistics: Method and interpretation. Oxford: Blackwell.Google Scholar
Paige, R. M. & Vande Berg, M. (2012). Why students are and are not learning abroad: A review of recent research. In Vande, M. Berg, R. M. Paige, K. H. Lou (eds.), Student learning abroad: What our students are learning, what they're not, and what we can do about it. Sterling, VA: Stylus, 29–58.Google Scholar
Porte, G. & Richards, K. (2012). Focus article: Replication in second language writing research. Journal of Second Language Writing 21.3, 284–293.Google Scholar
Savicki, V. (2008) Developing intercultural competence and transformation: Theory, research, and application in international education. Sterling, VA: Stylus.Google Scholar
Segalowitz, N. & Freed, B. (2004). Context, contact, and cognition in oral fluency acquisition. Studies in Second Language Acquisition 26.2, 173–199.Google Scholar
Shively, R. (2013). Learning to be funny in Spanish study abroad: L2 humor development. Modern Language Journal 97.4, 939–946.Google Scholar
Stemler, S. E. (2012). What should university admission tests predict? Educational Psychologist 41.1, 5–17.Google Scholar
Sunderman, G. & Kroll, J. (2009). When study-abroad experience fails to deliver: The internal resources threshold effect. Applied Psycholinguistics 30.1, 79–100.Google Scholar
Taguchi, N. (2008). Cognition, language contact, and development of pragmatic comprehension in a study-abroad context. Language Learning 58.1, 33–71.Google Scholar
Taguchi, N. (2011). The effect of L2 proficiency and study abroad experience on pragmatic comprehension. Language Learning 61.3, 904–939.Google Scholar
Taguchi, N. (2015). Cross-cultural adaptability and development of speech act production in study abroad. International Journal of Applied Linguistics 25.3, 343–365.Google Scholar
Taguchi, N., Xiao, F. & Li, S. (2016). Effects of intercultural competence and social contact on speech act production in a Chinese study abroad context. Modern Language Journal 100.4, 775–796.Google Scholar
Van der Zee, K. I. & Van Oudenhoven, J. P (2001). The Multicultural Personality Questionnaire: Reliability and validity of self- and other ratings of multicultural effectiveness. Journal of Research in Personality 35.3, 278–288.Google Scholar
van Lier, L. (2004). The ecology and semiotics of language learning. Dordrecht: Kluwer Academic.Google Scholar
Vande Berg, M., Paige, R. M. & Lou, K. H. (2012). Student learning abroad: What our students are learning, what they're not, and what we can do about it. Sterling, VA: Stylus.Google Scholar
Watson, J. R. & Wolfel, R. (2015). The intersection of language and culture in study abroad: Assessment and analysis of study abroad outcomes. Frontiers 25.1, 57–72.Google Scholar