L2 Devel Study Abroad

3 Credits · Level: Graduate

Although not always clearly stated, a lot of study abroad (SA) research has been conducted under a cognitive perspective. Classic SLA theories such as Krashen’s, Long’s, and Swain’s suggest that SA provides the optimal context for language development. With the exception of Krashen, both Long and Swain attach a central role to attention and noticing in the learning process. So, while SA provides an implicit context for language development, the context leads to opportunities for learning with attention. Perhaps it is not at all coincidental that Schmidt’s seminal work on attention and SLA (1990) started with observations of what he labeled noticing in the diary he kept while living abroad in Brazil. More recent approaches to SLA, including neurocognitive approaches suggest that only ‘immersion-like’ conditions lead to an electrophysiological signature typical of native speakers. However, and contrary to all these expectations, SA research often finds minimal or no effects of immersion experience on linguistic development (e.g. Collentine, 2004; Díaz-Campos, 2004 for Spanish). Most studies in this strand of research have compared the SA context and the traditional L2 classroom context regarding lexical and grammatical development and fluency. While these two areas continue to be researched, others have started to join the game, and the point has become very diverse in nature. Of special interest to us in this course are the multiple interactions among internal and external factors that work together or against each other to affect L2 developmnent in SA contexts. Special attention is devoted to the following topics: 1. Context as it affects quantity and quality of input and interaction: study vs stay abroad; program characteristics including length; language vs. content programs; living arrangements; 2. Individual differences: general cognition; aptitude, memory; attitudes, identity; 3. Target: how is language development operationalized and measured?. 4. Method: cross-sectional vs longitudinal; within vs between designs; the problem of the control group