The Effects of Studying Abroad on Second Language Acquisition Laura Albert

Outline Results Definitions Discussion Background Research Limitations Present Study Hypotheses Statistical Tests Results Discussion Limitations Future Research References

Definitions Acquisition L1 vs. L2 Formal Instruction Informal Instruction

Background Research Context: Segalowitz, & Freed (2004) Studying abroad (SA) vs. at home (AH)

Background Research Aspects of Language Acquisition: Ife et al., (2000) How vocabulary develops in the SA context

Present Study Add to previous literature Looks to benefit programs Addition of new variable purpose of the study abroad trip (fun, linguistic gains, teaching ESL) Looks to benefit programs

Independent Variables Context (SA vs. FI)

Dependent Variables Proficiency Vocabulary Gains Fluency

Example of Proficiency A3VT Cuaderno   papel   cuerpo Debajo verdad cierto Part 2- Translate Ife et. al 2000

Example of Proficiency Translation Recognition Test Target   Correct Translation   Semantically Related   Form(related) Man                  Hombre                  Señor             Hambre                                   Hombre              Man                      Mister             Hunger                                                 Kroll et. al 1999

Example Fluency Measurement Categories Animal Fruit Body Parts Vegetables  Modified by Hertel 2007

Demographics 14 Participants 78.6% Female (11) 21.4% Male (3) Age Mean Age: 22.5 Study Abroad 7 participants (2 Spain, 5 Chile, 0 Costa Rica) Formal Instruction 7 (SPAN 202)

Method Participants: Students enrolled in: Study abroad Introductory Spanish Materials: A3VT, Fluency Task, Translation Recognition Task, E-Prime, Language History Questionnaire Procedure

Hypotheses Study abroad participants will make greater gains than formal context participants. The students going abroad for the purpose of studying the target language will make greater gains than the others.

Statistical Tests 2 (Abroad vs. classroom) x 2(Session 1 vs. session 2) Mixed model ANOVA

Results: A3VT Part 1 F(1,11)=2.684, p>0.05, p= 0.130 No significant difference in performance between session one and session two or whether students went abroad or not. F(1,11)=2.684, p>0.05, p= 0.130 There was also no interaction between session and context Mean 1= 22.69 Mean 2= 23.79

Results A3VT Part 2 F(1,11)= 7.266, p<0.05 p=0.021 There was a significant main effect in words translated from session 1 to session 2 F(1,11)= 7.266, p<0.05 p=0.021 No significance in the number of words translated, no significance between those who go abroad and those who do not, and no interaction

Results: Fluency No significant main effect from session 1 to session 2 F(1,11)=.650, p>0.05, p=0.473 Session 1

Results: TR Reaction Time Marginal significance in reaction time from session 1 to session 2. F(1,11)= 4.099, p>0.05, p=0.068 faster

Results: Differences in Conditions Main effect for reaction time for the three conditions F(2,22)= 8.027, p<0.05, p=0.002 Pairwise Comparisons(Bonferroni Correction) Participants recognized correct translation faster than form related and semantic related translations. Form and Semantic did not differ

Results: Differences in Conditions

Results: Differences in Conditions No interaction between condition and whether students studied abroad F(2,22)= 8.027. p>0.05, p= 0.230 FI means: Cond1= 1381.184 Condition2= 1716.161 Condition 3= 1609.707 SA means: Cond1= 1342.724 Condition 2= 1707.055 Condition 3= 1920.511

Results: TR Accuracy No significant main effects in accuracy from time 1 to time 2 F(1,11)=.120, p>0.05, p= 0.735

Results: TR Accuracy No significant main effects in accuracy within conditions F(2,22)=2.33, p>0.05, p=0.121

Results: TR Accuracy No interaction between whether students went abroad and condition accuracy F(2,22)= .650, p>0.05, p=0.53

Discussion Hypotheses were not supported Studying abroad vs. Formal instruction

Limitations Sample size Age Words Time course Duration Size of Study Abroad Programs Age Words Time course Duration Size- this year vs

Future Research Further investigate the conditions Examine language history Examine motivation of students going abroad and in the classroom ESL

References Cadd, M. (2012), Encouraging students to engage with native speakers during study abroad. Foreign Language Annals, 45: 229–245. doi:10.1111/j.1944-9720.2012. 01188.x DeKeyser, R. (2010), Monitoring processes in Spanish as a second language during a study abroad program. Foreign Language Annals, 43:80-92. Doi:10.1111/j.1994-9720.2010. 01061.x Dwyer, M. (2004), More is better. The impact of study abroad program duration. Frontiers: The Interdisciplinary Journal of Study Abroad, 10: 151-163. Ife, A., Vives Boix, G., & Meara, P. (2000), Lognistics. The impact of study abroad on the vocabulary of different proficiency groups. Spanish Applied Linguistics, 4: 55-84. Llanes, À.& Muñoz, C. (2013), Age Effects in a Study Abroad Context: Children and Adults Studying Abroad and at Home. Language Learning, 63: 63–90. doi:10.1111/j.1467-9922.2012. 00731.x Talamas, A., Kroll, J.F. and Dufour, R. (1999) ‘From form to meaning: Stages in the acquisition of second-language vocabulary’, Bilingualism: Language and Cognition, 2(1), 45–58. Segalowitz, N. and Freed, B.F. (2004) Context, contact, and cognition in oral fluency acquisition: Learning Spanish in at home and study abroad contexts’, Studies in Second Language Acquisition, 26(2), 173–199. doi: 10.1017/S0272263104262027.

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Effects of Studying Abroad on Second Language Acquisition Laura Albert