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Anglophone Students Abroad: Identity, Social Relationships, and Language Learning [Kõva köide]

(University of Southampton, UK), , (The University of York, UK)
  • Formaat: Hardback, 284 pages, kõrgus x laius: 234x156 mm, kaal: 566 g, 24 Tables, black and white; 49 Line drawings, black and white; 6 Halftones, black and white
  • Ilmumisaeg: 30-Mar-2017
  • Kirjastus: Routledge
  • ISBN-10: 1138940402
  • ISBN-13: 9781138940406
Teised raamatud teemal:
Anglophone Students Abroad: Identity, Social Relationships, and Language LearningSuurem pilt
  • Formaat: Hardback, 284 pages, kõrgus x laius: 234x156 mm, kaal: 566 g, 24 Tables, black and white; 49 Line drawings, black and white; 6 Halftones, black and white
  • Ilmumisaeg: 30-Mar-2017
  • Kirjastus: Routledge
  • ISBN-10: 1138940402
  • ISBN-13: 9781138940406
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781138940406.html
Märksõnad:

Identity, social relationships and language learning during residence abroad presents the findings of a major study of British students of French and Spanish undertaking residence abroad.

The new dataset presented here provides both quantitative and qualitative information on language learning, social networking and integration and identity development during residence abroad.

The book tracks in detail the language development of participants and relates this systematically to individual participants’ social and linguistic experiences and evolving relationship to show how language learning is increasingly dependent on students’ own agency and skill and the negotiation of identity in multilingual and lingua franca environments.

List of figures
xii
List of tables
xv
Acknowledgements xvii
1 Introduction
1(17)
1.1 Sojourning abroad in an age of global English
1(3)
1.2 Anglophone traditions in the language-learning sojourn
4(3)
1.3 Researching the Anglophone language-learning sojourn
7(3)
1.3.1 An SLA research tradition
7(1)
1.3.2 Studying the context for L2 development
8(1)
1.3.3 An emergent sociocultural tradition
9(1)
1.4 The LANGSNAP project
10(1)
1.5 Outline of the book
11(7)
2 Language learning during residence abroad: Key constructs
18(34)
2.1 Introduction
18(1)
2.2 Language
18(10)
2.2.1 The target language construct and the goals of language education
18(1)
2.2.2 The ideal of "immersion"
19(1)
2.2.3 Language variation and plurilingualism in everyday practice
20(1)
2.2.4 Sojourner perspectives on target language variation and multilingualism
21(2)
2.2.5 Empirical studies of sojourners' language practices
23(1)
2.2.6 Language learning and development during the sojourn abroad
24(1)
2.2.7 The CAF framework
25(3)
2.3 Identity
28(9)
2.3.1 Views of identity in SLA
28(2)
2.3.2 Identity in study abroad research
30(6)
2.3.3 Identity: A summing up
36(1)
2.4 Culture
37(1)
2.4.1 Conceptualizations of culture in language education
37(1)
2.4.2 Intercultural learning in study abroad
37(1)
2.5 Communities and social networks
38(6)
2.5.1 Student communities and social relations
38(1)
2.5.2 Role-related settings and practices for the sojourn abroad
39(1)
2.5.3 Domestic settings during the sojourn
40(1)
2.5.4 Leisure practices during the sojourn
41(1)
2.5.5 Social networking during the sojourn
41(2)
2.5.6 Home contacts and communication practices
43(1)
2.6 Conclusion
44(8)
3 The LANGSNAP project: Design and methodology
52(20)
3.1 Introduction
52(1)
3.2 Project aims and design
52(1)
3.3 Participants
52(3)
3.4 Procedure for data collection
55(2)
3.5 Project instruments
57(8)
3.5.1 Elicited Imitation Test (EIT)
57(1)
3.5.2 Oral interview
58(1)
3.5.3 Oral picture-based narratives
59(1)
3.5.4 Argumentative essay
60(1)
3.5.5 The X-Lex test
61(1)
3.5.6 The Language Engagement Questionnaire (LEQ)
61(1)
3.5.7 The Social Networks Questionnaire (SNQ)
62(2)
3.5.8 The Multicultural Personality Questionnaire (MPQ)
64(1)
3.5.9 Reflective interview
64(1)
3.5.10 Additional data sources
64(1)
3.6 Creation of learner corpus
65(1)
3.7 Analysis of complexity, accuracy and fluency (CAF)
66(2)
3.7.1 Syntactic complexity
66(1)
3.7.2 Lexical complexity
66(1)
3.7.3 Accuracy
67(1)
3.7.4 Fluency
67(1)
3.8 Analyses of social data
68(1)
3.9 Conclusion
69(3)
4 Linguistic development in French
72(33)
4.1 Introduction
72(1)
4.2 L2 French development during study abroad
72(6)
4.2.1 Sociolinguistic development
73(1)
4.2.2 General proficiency in L2 French
74(1)
4.2.3 Fluency in L2 French
74(1)
4.2.4 Accuracy in L2 French
75(1)
4.2.5 Syntactic complexity in L2 French
76(1)
4.2.6 Lexical development in L2 French
77(1)
4.2.7 Summary of the literature
78(1)
4.3 French language development in the LANGSNAP project
78(20)
4.3.1 Measurement of overall proficiency: The French Elicited Imitation Test
79(1)
4.3.2 Fluency development: French group
80(4)
4.3.3 Accuracy development in speech: French group
84(5)
4.3.4 Accuracy development in uniting: French group
89(2)
4.3.5 Development of syntactic complexity: French group
91(5)
4.3.6 Development of lexical complexity: French group
96(1)
4.3.7 Receptive lexical development: French group
97(1)
4.4 Conclusion
98(7)
5 Linguistic development in Spanish
105(29)
5.1 Introduction
105(1)
5.2 Background
105(5)
5.2.1 General proficiency in L2 Spanish
106(1)
5.2.2 Fluency in L2 Spanish (oral and written)
106(1)
5.2.3 Accuracy in L2 Spanish (oral and written)
107(1)
5.2.4 Syntactic complexity in L2 Spanish
108(1)
5.2.5 Lexical complexity in L2 Spanish
108(1)
5.2.6 Summary
109(1)
5.3 Spanish language development in the LANGSNAP project
110(17)
5.3.1 Measurement of overall proficiency: The Spanish Elicited Imitation Test
110(1)
5.3.2 Fluency development in speech: Spanish group
111(2)
5.3.3 Fluency development in writing: Spanish group
113(2)
5.3.4 Accuracy development in speech: Spanish group
115(4)
5.3.5 Accuracy development in writing: Spanish group
119(2)
5.3.6 Development of syntactic complexity: Spanish group
121(2)
5.3.7 Development of lexical complexity: Spanish group
123(2)
5.3.8 Receptive lexical development: Spanish group
125(2)
5.4 Comparing linguistic development in the French and Spanish groups
127(7)
6 Social networks and social relationships during the sojourn
134(31)
6.1 Introduction
134(1)
6.2 Social networking: The quantitative findings
134(8)
6.2.1 Size of sojourners' social networks
134(3)
6.2.2 Strength of network ties
137(1)
6.2.3 Intensity of social networks: The "Top 5"
137(2)
6.2.4 Two Social Networking Indices
139(3)
6.3 Making and sustaining social relationships during the sojourn
142(21)
6.3.1 Presojoum hopes
142(2)
6.3.2 Potential for early social contacts: The domestic and leisure domains
144(2)
6.3.3 Friendships with international peers
146(4)
6.3.4 Friendships with local peers
150(6)
6.3.5 Informal social relations with other age groups
156(3)
6.3.6 Gender and romantic partnerships
159(3)
6.3.7 Sustaining relationships with home friends and family
162(1)
6.4 Conclusion
163(2)
7 Language practices insojourn
165(31)
7.1 Introduction
165(1)
7.2 Language engagement: The quantitative survey
165(6)
7.2.1 French and English use in France
165(2)
7.2.2 Spanish and English use in Spain
167(2)
7.2.3 Spanish and English use in Mexico
169(1)
7.2.4 Other languages used in France, Spain and Mexico
170(1)
7.3 Qualitative accounts of language practices
171(23)
7.3.1 Introduction: Structure and agency in language choice
171(1)
7.3.2 Negotiating the use of French and Spanish
171(18)
7.3.3 Using English
189(3)
7.3.4 Using additional languages
192(2)
7.4 Conclusion
194(2)
8 L2 identity and the ideal L2 self
196(26)
8.1 Introduction: The foundations of L2 identity
196(1)
8.2 Traditional demographic factors: Gender, nationality, culture and social class
197(8)
8.2.1 Gender
197(2)
8.2.2 Nationality and culture
199(4)
8.2.3 Social class and ethnicity
203(2)
8.2.4 Traditional demographic factors: Conclusion
205(1)
8.3 The sojourner identity
205(5)
8.3.1 The temporary sojourner
205(1)
8.3.2 The student identity downshifted
206(3)
8.3.3 Coming of age
209(1)
8.4 The L2 self
210(5)
8.4.1 Identity-related L2 proficiency
210(4)
8.4.2 An interim ideal L2 self
214(1)
8.5 The return to study
215(4)
8.5.1 Foregrounding of student identity
215(1)
8.5.2 Transnational futures
216(3)
8.6 Conclusion
219(3)
9 The L2 impact of the sojourn experience
222(27)
9.1 Introduction
222(1)
9.2 Relations among social networking, language engagement and L2 development: The quantitative evidence
222(1)
9.2.1 Relations between SNI, LEQ and L2 performance measures
222(1)
9.3 Examining learning gains
223(3)
9.3.1 Defining learning gain scores
225(1)
9.3.2 Relations between SNI, LEQ and learning gain scores
225(1)
9.4 Explaining learning gains: A case study approach
226(18)
9.4.1 Identifying the fastest-progressing sojourners
226(2)
9.4.2 Case studies of "high gain" sojourners
228(16)
9.5 Discussion and conclusion
244(5)
9.5.1 Overview of high gainer characteristics
244(1)
9.5.2 Relationships as drivers of L2 development
245(4)
10 Advising and supporting Anglophone sojourners: Key issues
249(6)
The world is multilingual
249(1)
The sojourner is plurilingual
249(1)
Sojourner identity is many stranded
250(1)
Sojourners must be problem-solvers
250(1)
Short-term and long-term ideal L2 selves
251(1)
Intercultural learning
251(1)
Engaging in the placement
251(1)
Touristic travel
252(1)
Conclusion
252(3)
Names Index 255(5)
Subject Index 260
Rosamond Mitchell is Emeritus Professor of Applied Linguistics in the Department of Modern Languages at the University of Southampton.

Nicole Tracy-Ventura is Assistant Professor of Applied Linguistics in the Department of World Languages at the University of South Florida.

Kevin McManus is a British Academy Postdoctoral Fellow in the Centre for Language Learning Research at the University of York.