Discourses of Foreign Language Development in Study Abroad: Social Networks and Other Intervening Factors

Autor/inn/en	Mas-Alcolea, Sònia; Torres-Purroy, Helena
Titel	Discourses of Foreign Language Development in Study Abroad: Social Networks and Other Intervening Factors
Quelle	In: Foreign Language Annals, 55 (2022) 2, S.494-516 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mas-Alcolea, Sònia) ORCID (Torres-Purroy, Helena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12612
Schlagwörter	Social Networks; Study Abroad; Case Studies; Outcomes of Education; Second Language Learning; Second Language Instruction; Language Usage; Romance Languages; Spanish; Undergraduate Students; Native Language; Foreign Countries; Discourse Analysis; Educational Experience; Italian; English (Second Language); Indo European Languages; Longitudinal Studies; Student Attitudes; Intercultural Communication; Denmark; Italy; United Kingdom + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Studies abroad; Auslandsstudium; Case study; Fallstudie; Case Study; Lernleistung; Schulerfolg; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachgebrauch; Romanische Sprache; Spanisch; Ausland; Diskursanalyse; Bildungserfahrung; Italienisch; English as second language; English; Second Language; Englisch als Zweitsprache; Indoeuropäisch; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Interkulturelle Kommunikation; Dänemark; Italien; Großbritannien
Abstract	Many scholars have highlighted the great variability of second language acquisition outcomes and, thus, the inconsistencies and inconclusiveness in the study abroad literature. These have called for longitudinal, case-based research that focuses on the students' processes (rather than outcomes) and that showcases the heterogeneity of experiences in two ways: by pointing at students' socialization abroad as a key aspect affecting outcome and by accounting for other interlinking factors that may affect the students' different trajectories. From a discourse-analytic approach, this article presents a longitudinal, qualitative multiple-case study of the Erasmus experience of nine Catalan-Spanish undergraduate students in Italy, Denmark, and the United Kingdom. The focus will be on the reported linguistic impact of their sojourn abroad; how this is related to the social networks formed abroad; and the factors that shaped the participants' socialization patterns and ultimately their second language learning and use trajectories. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01