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Examining the role of learning context and individual differences in gains in L2 writing performance : the case of teenagers on an intensive study-abroad programme
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Individual Differences in the Development of the Oral Fluency of American learners of Spanish Studying Abroad
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In: TDX (Tesis Doctorals en Xarxa) (2021)
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Young learners' processing of multimodal input and its impact on reading comprehension: An eye-tracking study
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Young learners’ processing of multimodal input and its impact on reading comprehension: an eye-tracking study
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Children’s use of tactile input when acquiring non-native phonological contrasts ...
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Digital flashcards for English grammar: A pilot study in rural Cambodia
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Please don't stop the music: an exploratory study on teaching pronunciation and vocabulary through songs in different modalities
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Intentional vocabulary learning through repeated-reading-based techniques: a case study of an adult Spanish-speaking learner of Chinese
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Young L2 learners' online processing of information in a graded reader during reading-only and reading-while-listening conditions: A study of eye-movements
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Factors influencing english multi-word units knowledge in russian speakers. Partial replication of revier (2009)
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Learning Vocabulary Through Assisted Repeated Reading: How Much Time Should There Be Between Repetitions of the Same Text?
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Heritage language maintenance in a diplomat family: A case study
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Examining the role of learning context and individual differences on gains in L2 writing performance: the case of teenagers on an intensive study abroad program
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The effectiveness of classroom instruction 'at home' vs study abroad for learners of English as a foreign language attending primary, secondary school and university
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Learning English during the summer: A comparison of two domestic programs for pre-adoslescents
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Length of stay and study abroad: Language gains in two versus three months abroad
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Learning English during the summer: A comparison of two domestic programs for pre-adolescents
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Abstract:
Contexts that promote intensive L2 experiences (typically, stay abroad, immersion, etc.) are reported to facilitate language development; yet, little is known about such programs when they are addressed to school-age learners in their home country. The present study examines the experiences of learners aged 11-13 that participated in two domestic summer programs: a group of 58 learners on an overnight summer camp and a group of 47 learners at a language school. While the learners on both programs received English lessons on a daily basis, only those in the summer camp were exposed to English during non-language related activities. L2 development was assessed by administering three productive tasks and students’ experiences were recorded using questionnaires and via on-site observations. Our results indicate that the learners in both settings underwent significant L2 improvement in spite of the short duration of the two programs (three to four weeks). The results also highlight the challenge that domestic intensive programs face in seeking to maximize L2 use.
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Keyword:
Anglès; Aprenentatge; Colònies de vacances; Educació informal
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URL: http://hdl.handle.net/10459.1/59475
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An exploratory study of the role of age and language learning aptitude in a short stay abroad
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Differential effects of SA and intensive AH courses on teenagers' L2 pronunciation
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Examining L2 development in two short-term programs: abroad and 'at home'
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