A Road and a Forest: Conceptions of In-Class and Out-of-Class Learning in the Transition to Study Abroad

Autor/inn/en	Kashiwa, Mayumi; Benson, Phil
Titel	A Road and a Forest: Conceptions of In-Class and Out-of-Class Learning in the Transition to Study Abroad
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 52 (2018) 4, S.725-747 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.409
Schlagwörter	Study Abroad; Second Language Learning; Teaching Methods; Asians; English (Second Language); Student Attitudes; Learning Processes; Foreign Countries; Correlation; Student Adjustment; Personal Autonomy; Time Management; Learning Experience; Discussion (Teaching Technique); Second Language Instruction; Australia + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Asian; Asiat; Asiatin; Asiaten; Asiate; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Learning process; Lernprozess; Ausland; Korrelation; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Individuelle Autonomie; Zeitmanagement; Lernerfahrung; Fremdsprachenunterricht; Australien
Abstract	Adopting an ecological perspective on context in second language learning, this study investigated the ways in which a group of Chinese students reconceptualized and reconstructed their learning environments in the first 3 months of study abroad in Australia. Focusing on the students' conceptions of the relationship between in-class and out-of-class learning, the study identified a shift from a view that the two contexts were separated in study at home to a more integrated view in study abroad. However, this was a variable process, with some students adapting more quickly than others and some barely changing their conceptions at all. The study also found a relationship between students' awareness of the affordances of the study abroad setting and their agency in creating opportunities for out-of-class learning. It is suggested that teachers can help enhance study abroad participants' awareness and agency by allocating class time to discussion of their out-of-class learning experiences and by connecting classroom instruction to the world beyond the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01