1. The Effects of Studying Abroad on Second Language Acquisition
Laura Albert

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

3. Definitions Acquisition L1 vs. L2 Formal Instruction
Informal Instruction

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

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

6. 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

7. Independent Variables
Context (SA vs. FI)

8. Dependent Variables
Proficiency
Vocabulary Gains
Fluency

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

10. 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

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

12. 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)

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

14. 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.

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

16. 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

17. 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

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

19. 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

20. 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

21. Results: Differences in Conditions

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

23. 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

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

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

26. Discussion Hypotheses were not supported
Studying abroad vs. Formal instruction

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

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

29. References
Cadd, M. (2012), Encouraging students to engage with native speakers during study abroad. Foreign Language Annals, 45: 229–245. doi: /j x
DeKeyser, R. (2010), Monitoring processes in Spanish as a second language during a study abroad program. Foreign Language Annals, 43: Doi: /j x
Dwyer, M. (2004), More is better. The impact of study abroad program duration. Frontiers: The Interdisciplinary Journal of Study Abroad, 10:
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:
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: /j 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: /S

30. Questions

31. Effects of Studying Abroad on Second Language Acquisition
Laura Albert