Documenting L2 Input and Interaction during Study Abroad: Approaches, Instruments and Challenges

Autor/in	Mitchell, Rosamond
Titel	Documenting L2 Input and Interaction during Study Abroad: Approaches, Instruments and Challenges
Quelle	In: Second Language Research, 39 (2023) 1, S.59-83 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/02676583211030626
Schlagwörter	Linguistic Input; Study Abroad; Second Language Learning; Second Language Instruction; Learning Motivation; Outcomes of Education; Learner Engagement; Multilingualism; Language Usage; Intercultural Communication; Profiles; Social Networks; Network Analysis; Computational Linguistics; Pragmatics; Informal Education; Cultural Awareness; Social Influences; Spanish; Barriers; Rating Scales; Student Attitudes; Diaries + Suchen Sie Ihr Suchwort? Sprachbildung; Studies abroad; Auslandsstudium; Zweitsprachenerwerb; Fremdsprachenunterricht; Motivation for studies; Lernmotivation; Lernleistung; Schulerfolg; Mehrsprachigkeit; Multilingualismus; Sprachgebrauch; Interkulturelle Kommunikation; Charakterisierung; Profilanalyse; Social network; Soziales Netzwerk; Netzplantechnik; Linguistics; Computerlinguistik; Pragmalinguistik; Informelle Bildung; Nichtformale Bildung; Cultural identity; Kulturelle Identität; Sozialer Einfluss; Spanisch; Rating-Skala; Schülerverhalten; Diary; Tagebuch
Abstract	A major rationale for study abroad (SA) from the perspective of second language acquisition is the presumed opportunity available to sojourners for naturalistic second language (L2) "immersion". However, such opportunities are affected by variations in the linguistic, institutional and social affordances of SA, in different settings. They are also affected by the varying agency and motivation of sojourners in seeking second language (L2) engagement. For example, many sojourners prioritize mastering informal L2 speech, while others prioritize academic and professional registers including writing. Most will operate multilingually, using their home language, a local language, and/or English as lingua franca for different purposes, and the types of input they seek out, and language practices they enter into, vary accordingly. Consequently, while researchers have developed varied approaches to documenting L2 engagement, and have tried to relate these to measures of L2 development, these efforts have so far seen somewhat mixed success. This article reviews different approaches to documenting SA input and interaction; first, that of participant self-report, using questionnaires, interviews, journals, or language logs. Particular attention is paid to the popular Language Contact Profile (LCP), and to approaches drawing on Social Network Analysis. The limitations of all forms of self-report are acknowledged. The article also examines the contribution of direct observation and recording of L2 input and interaction during SA. This is a significant alternative approach for the study of acquisition, but one which poses theoretical, ethical and practical challenges. Researchers have increasingly enlisted participants as research collaborators who create small corpora through self-recording with L2 interlocutors. Analyses in this tradition have so far prioritized interactional, pragmatic and sociocultural development, in learner corpora, over other dimensions of second language acquisition (SLA). The theoretical and practical challenges of corpus creation in SA settings and their wider use to promote understandings of informal L2 learning are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01