The ERASMUS Sojourn: Does the Destination Country or Pre-Departure Proficiency Impact Oral Proficiency Gains?

Autor/in	Köylü, Zeynep
Titel	The ERASMUS Sojourn: Does the Destination Country or Pre-Departure Proficiency Impact Oral Proficiency Gains?
Quelle	In: Language Learning Journal, 51 (2023) 1, S.48-60 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Köylü, Zeynep)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2021.1930112
Schlagwörter	Oral Language; Language Proficiency; Decision Making; Study Abroad; Language Tests; Syntax; Vocabulary Skills; English (Second Language); Second Language Learning; Second Language Instruction; College Students; Exchange Programs; Language of Instruction; Official Languages; Achievement Gains; Correlation; Imitation; Language Fluency; Accuracy; Turkish; Native Language; Foreign Countries; Comparative Analysis; United Kingdom (England); Europe + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Decision-making; Entscheidungsfindung; Studies abroad; Auslandsstudium; Language test; Sprachtest; Aktiver Wortschatz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Collegestudent; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Teaching language; Unterrichtssprache; Office language; Amtssprache; Achievement gain; Leistungssteigerung; Korrelation; Türkisch; Ausland; Europa
Abstract	This study examines the influence of pre-departure proficiency on English as a second language (L2) oral development after a semester studying abroad in two distinct learning contexts. The data analysed were collected from tertiary level students (N = 33) who undertook an ERASMUS exchange semester in a European country where English was either the official language (e.g. England) or used as a lingua franca in the university context (e.g. Germany). Each participant completed an oral elicited imitation test and a free oral response task pre-departure and on their return. The results of quantitative analyses indicate that the type of the study-abroad context had no significant impact on oral proficiency gains as all participants were found to perform significantly better on the elicited imitation test after the semester abroad. Despite strong to medium statistical correlations identified between pre-departure proficiency, and gains in oral fluency, lexical diversity, and syntactic complexity, pre-departure oral proficiency was only found to significantly influence syntactic complexity development as pre-intermediate and upper-intermediate participants outperformed intermediate students in both contexts. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01