A Comparison of Spanish Second Language Acquisition in Two Different Learning Contexts: Study Abroad and the Domestic Classroom.

By N. Segalowitz, Barbara F. Freed, Joseph Collentine, B. Lafford, Nicole A. Lazar, Manuel Díaz-Campos. 2004

153 citations recorded by the source corpus.

M a n u e l D í a z C a m p o s Indiana University In this paper, we report the results of a study that compared differences in the linguistic gains made by native English-speaking students from the United States who were studying Spanish in one of two different contexts of learning. One was a regular university classroom situation in Colorado; the other was a study abroad program in Alicante, Spain. We examined the gains students made on a number of linguistic dimensions: oral proficiency, oral fluency, grammar, vocabulary, pronunciation, and communication strategies. In addition, we investigated the relationships between these variables and a variety of background factors, including aspects of language learning readiness. As far as we know, this is the first study to examine such a comprehensive array of variables associated with linguistic performance as a function of context of learning. Each of the individual studies that contributed to the full report of

Subfields: Language and Linguistics, Literature and Literary Theory

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Citations in the corpus

THE RELATIONSHIP BETWEEN L1 FLUENCY AND L2 FLUENCY DEVELOPMENT (2009, background): “Previous research has identifi ed within-learner cognitive infl uences on L2 fl uency, such as phonological memory (O’Brien, Segalowitz, Freed, & Collentine, 2007 ), attention (Ellis, 2006 ), and facility in lexical access (Segalowitz, 2007 ; Segalowitz et al., 2004 ).”
The interplay of individual differences and context of learning in behavioral and neurocognitive second language development (2018, background): “…in this literature of the importance of studying individual differences in study-abroad and at-home contexts (e.g. Lafford, 2006), a limited number of studies have addressed the role of cognitive abilities in L2 development in these settings (e.g. Grey et al., 2015; Segalowitz et al., 2004).”
The Impact of Study Abroad on Students' Self-Efficacy Perceptions (2012, background): “Others have suggested that gains cannot be generalized as they tend to vary greatly among individuals (Davidson, 2010; Lindseth, 2010; Rees & Klapper, 2007; Segalowitz et al., 2004).”