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A longitudinal study of advanced learners' linguistic development before, during and after study abroad
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Signatures of automaticity during practice : Explicit instruction about L1 processing routines can improve L2 grammatical processing.
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Using explicit instruction about L1 to reduce crosslinguistic effects in L2 grammar learning : Evidence from oral production in L2 French.
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Online and offline effects of L1 practice in L2 grammar learning : a partial replication
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Special Issue : Tense, Aspect, and Modality in L2 (TAML2)
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In: ISSN: 0019-042X ; EISSN: 1613-4141 ; International Review of Applied Linguistics in Language Teaching ; https://hal.archives-ouvertes.fr/hal-02133196 ; International Review of Applied Linguistics in Language Teaching, 55 (3), pp.221-345, 2017 (2017)
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L1 explicit instruction can improve L2 online and offline performance
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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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Subjunctive use and development in L2 French: a longitudinal study
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Residence abroad, social networking and second language learning
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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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Abstract:
This paper draws on a recent study of British students of languages undertaking a year abroad in France, in a variety of placements (as language teaching assistants, as exchange students, and as workplace interns). The data were gathered in the context of the 2011-2013 LANGSNAP project, a larger study undertaken which investigated both the language learning and social integration of British students spending an academic year abroad in France, Spain or Mexico Having made a positive choice to specialise in languages at university, and having already reached a relatively advanced level in French during their secondary school education, it could be assumed that these students were positively motivated to further develop their language skills, to deepen their intercultural understanding, and to integrate socially within the local society. Indeed, in pre-departure interviews (in French), the participating students unanimously expressed the wish to integrate and in particular to make French same-aged friends. The paper first of all presents an overview of the range of tools used to gather both quantitative and qualitative data on participants’ social integration. The paper then goes on to evaluate the degree of success of even such highly motivated participants in achieving this declared goal, and to consider social, sociolinguistic and personal factors which appear to influence the degree of social integration achieved by individual participants.
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URL: https://eprints.soton.ac.uk/370164/
https://eprints.soton.ac.uk/370164/1/RFLA%2520draft%25204%2520171014.pdf
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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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“Repeat as much as you can”: elicited imitation as a measure of global proficiency in L2 French
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Prototypical influence in second language acquisition: what now for the Aspect Hypothesis?
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The Development of Aspect in a Second Language: What Role for the First Language?
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