Anglophone students abroad : identity, social relationships and language learning / authored by Rosamond Mitchell, Nicole Tracy-Ventura, and Kevin McManus
Published
New York : Routledge/Taylor & Francis Group, [2017]
Cover; Title; Copyright; Dedication; Contents; List of figures; List of tables; Acknowledgements; 1 Introduction; 1.1 Sojourning abroad in an age of global English; 1.2 Anglophone traditions in the language-learning sojourn; 1.3 Researching the Anglophone language-learning sojourn; 1.3.1 An SLA research tradition; 1.3.2 Studying the context for L2 development; 1.3.3 An emergent sociocultural tradition; 1.4 The LANGSNAP project; 1.5 Outline of the book; 2 Language learning during residence abroad: Key constructs; 2.1 Introduction; 2.2 Language
2.2.1 The target language construct and the goals of language education2.2.2 The ideal of "immersion"; 2.2.3 Language variation and plurilingualism in everyday practice; 2.2.4 Sojourner perspectives on target language variation and multilingualism; 2.2.5 Empirical studies of sojourners' language practices; 2.2.6 Language learning and development during the sojourn abroad; 2.2.7 The CAF framework; 2.3 Identity; 2.3.1 Views of identity in SLA; 2.3.2 Identity in study abroad research; 2.3.3 Identity: A summing up; 2.4 Culture; 2.4.1 Conceptualizations of culture in language education
2.4.2 Intercultural learning in study abroad2.5 Communities and social networks; 2.5.1 Student communities and social relations; 2.5.2 Role-related settings and practices for the sojourn abroad; 2.5.3 Domestic settings during the sojourn; 2.5.4 Leisure practices during the sojourn; 2.5.5 Social networking during the sojourn; 2.5.6 Home contacts and communication practices; 2.6 Conclusion; 3 The LANGSNAP project: Design and methodology; 3.1 Introduction; 3.2 Project aims and design; 3.3 Participants; 3.4 Procedure for data collection; 3.5 Project instruments
3.5.1 Elicited Imitation Test (EIT)3.5.2 Oral interview; 3.5.3 Oral picture-based narratives; 3.5.4 Argumentative essay; 3.5.5 The X-Lex test; 3.5.6 The Language Engagement Questionnaire (LEQ); 3.5.7 The Social Networks Questionnaire (SNQ); 3.5.8 The Multicultural Personality Questionnaire (MPQ); 3.5.9 Reflective interview; 3.5.10 Additional data sources; 3.6 Creation of learner corpus; 3.7 Analysis of complexity, accuracy and fluency (CAF); 3.7.1 Syntactic complexity; 3.7.2 Lexical complexity; 3.7.3 Accuracy; 3.7.4 Fluency; 3.8 Analyses of social data; 3.9 Conclusion
4 Linguistic development in French4.1 Introduction; 4.2 L2 French development during study abroad; 4.2.1 Sociolinguistic development; 4.2.2 General proficiency in L2 French; 4.2.3 Fluency in L2 French; 4.2.4 Accuracy in L2 French; 4.2.5 Syntactic complexity in L2 French; 4.2.6 Lexical development in L2 French; 4.2.7 Summary of the literature; 4.3 French language development in the LANGSNAP project; 4.3.1 Measurement of overall proficiency: The French Elicited Imitation Test; 4.3.2 Fluency development: French group; 4.3.3 Accuracy development in speech: French group
