American Association for Applied Linguistics Colloquia, 2010

Autor/in	Kinginger, Celeste
Titel	American Association for Applied Linguistics Colloquia, 2010
Quelle	In: Language Teaching, 44 (2011) 2, S.262-263 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4448
DOI	10.1017/S0261444810000546
Schlagwörter	Applied Linguistics; Interpersonal Relationship; Interaction; Language Aptitude; Study Abroad; Second Language Learning; English (Second Language); Interpersonal Communication; Language Attitudes; Educational Benefits; Conferences (Gatherings) + Suchen Sie Ihr Suchwort? Linguistics; Linguistik; Angewandte Linguistik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Sprachbegabung; Spracheignung; Studies abroad; Auslandsstudium; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Interpersonale Kommunikation; Sprachverhalten; Bildungsertrag
Abstract	The purpose of this colloquium was to update professional appreciation of language learning in study abroad, with special reference to projects illustrating contemporary interest in the socially situated nature of this phenomenon. Introducing the panel, Celeste Kinginger (Pennsylvania State University) noted that while a sojourn abroad can enhance every aspect of language ability, it is most effective in domains related to social interaction. The colloquium was motivated by several limitations of current research on study abroad. First, the vast majority of studies address the experiences of US-based students learning commonly taught languages. Second, the research would benefit from a shift away from conservative, academic views of language to more usage-based models reflecting the full range of living language that students encounter abroad. Finally, an exclusive focus on the student perspective, in qualitative studies, may yield incomplete and potentially ethnocentric findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10