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Understanding the long-term evolution of L2 lexical diversity: The contribution of a longitudinal learner corpus
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Study abroad for Anglophones: language learning through multilingual practices
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A longitudinal study of advanced learners' linguistic development before, during and after study abroad
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Anglophone students abroad: Identity, social relationships and language learning
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Placement type and language learning during residence abroad
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Residence abroad, social networking and second language learning
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Abstract:
Study and residence abroad are significant contexts for second language learning and development, which are known to promote oral skills, fluency and sociopragmatic competence in particular, alongside broader intercultural competence. However learner achievements during residence abroad are variable and cannot be fully understood without attention to the social settings in which learners engage, and the social networks they develop. This edited collection sets out to explore the relationship between sociocultural experience, identity and second language learning among student sojourners abroad. Three broad themes are identified: the contribution of different types of setting (host families, student exchanges, work placements etc) to language learning opportunity; the role of social networks in sojourners’ language practices and learning success; and the evolving social identities of sojourners. The book is relevant for a readership interested in adult second language acquisition in informal settings, as well as for those concerned more specifically with the development and management of residence abroad programmes
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URL: https://eprints.soton.ac.uk/381255/1/EM04tot.pdf https://eprints.soton.ac.uk/381255/
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The importance of task variability in the design of learner corpora for SLA research
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Understanding insertion and integration in a study abroad context: the case of English-speaking sojourners in France
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“Repeat as much as you can”: Elicited imitation as a measure of oral proficiency in L2
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Exploring the acquisition of the French subjunctive: local syntactic context or oral proficiency?
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The role of dynamic contrasts in the L2 acquisition of Spanish past tense morphology
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“Repeat as much as you can”: elicited imitation as a measure of global proficiency in L2 French
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The role of dynamic contrasts in the L2 acquisition of Spanish past tense morphology
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