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Author:   Rosamond Mitchell (University of Southampton, UK) ,  Nicole Tracy-Ventura ,  Kevin McManus (The University of York, UK)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.566kg
ISBN:  

9781138940406

ISBN 10:   1138940402
Pages:   284
Publication Date:   30 March 2017
Audience:   College/higher education ,  College/higher education ,  Undergraduate ,  Postgraduate, Research & Scholarly
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

"List of tables List of figures Acknowledgements Chapter 1: Introduction 1.1 Sojourning abroad in an age of global English 1.2 Anglophone traditions in the language learning sojourn 1.3 Researching the Anglophone language learning sojourn 1.3.1 An SLA research tradition 1.3.2 Studying the context for L2 development 1.3.3 An emergent sociocultural tradition 1.4 The LANGSNAP project 1.5 Outline of the book Chapter 2: Language learning during residence abroad: key constructs 2.1 Introduction 2.2 Language 2.2.1 The target language construct and the goals of language education 2.2.2 The ideal of ""immersion"" 2.2.3 Language variation and pluralism in everyday practice 2.2.4 Sojourner perspectives on target language variation and multilingualism 2.2.5 Empirical studies of sojourner’s language practices 2.2.6 Language learning and development during the sojourn abroad 2.2.7 The CAF framework 2.3 Identity 2.3.1 Views of identity in SLA 2.3.2 Identity in study abroad research 2.3.3 Identity: a summing up 2.4 Culture 2.4.1 Conceptualisations of culture in language education 2.4.2 Intercultural learning in study abroad 2.5 Communities and social networks 2.5.1 Student communities and social relations 2.5.2 Role-related settings and practices for the sojourn abroad 2.5.3 Domestic settings during the sojourn 2.5.4 Leisure practices during the sojourn 2.5.5 Social networking during the sojourn 2.5.6 Home contacts and communication practices 2.6 Conclusion Chapter 3: The LANGSNAP project: design and methodology 3.1 Introduction 3.2 Project aims and design 3.3 Participants 3.4 Procedure for data collection 3.5 Project instruments 3.5.1 Elicited Imitation Test (EIT) 3.5.2 Oral interview 3.5.3 Oral picture-based narratives 3.5.4 Argumentative essay 3.5.5 The X-Lex test 3.5.6 The Language Engagement Questionnaire (LEQ) 3.5.7 The Social Networks Questionnaire (SNQ) 3.5.8 The Multicultural Personality Questionnaire (MPQ) 3.5.9 Reflective interview 3.5.10 Additional data sources 3.6 Creation of learner corpus 3.7 Analysis of complexity, accuracy and fluency (CAF) 3.7.1 Syntactic complexity 3.7.2 Lexical complexity 3.7.3 Accuracy 3.7.4 Fluency 3.8 Analyses of social data 3.9 Conclusion Chapter 4: Linguistic development in French 4.1 Introduction 4.2 L2 French development during study abroad 4.2.1 Sociolinguistic development 4.2.2 General proficiency in L2 French 4.2.3 Fluency in L2 French 4.2.4 Accuracy in L2 French 4.2.5 Syntactic complexity in L2 French 4.2.6 Lexical development in L2 French 4.3 French language development in the LANGSNAP project 4.3.1 Measurement of overall proficiency: The French Elicited Imitation Test 4.3.2 Fluency development: French group 4.3.3 Accuracy development in speech: French group 4.3.4 Accuracy development in writing: French group 4.3.5 Development of syntactic complexity: French group 4.3.5 Development of lexical complexity: French group 4.3.6 Receptive lexical development: French group 4.4 Conclusion Chapter 5: Linguistic development in Spanish 5.1 Introduction 5.2 Background 5.2.1 General proficiency in L2 Spanish 5.2.2 Fluency in L2 Spanish (oral and written) 5.2.3 Accuracy in L2 Spanish (oral and written) 5.2.4 Syntactic complexity in L2 Spanish 5.2.5 Lexical complexity in L2 Spanish 5.2.6 Summary 5.3 Spanish language development in the LANGSNAP project 5.3.1 Measurement of overall proficiency: the Spanish Elicited Imitation Test 5.3.2 Fluency development in speech: Spanish group 5.3.3 Fluency development in writing: Spanish group 5.3.4 Accuracy development in speech: Spanish group 5.3.5 Accuracy development in writing: Spanish group 5.3.6 Development of syntactic complexity: Spanish group 5.3.7 Development of lexical complexity: Spanish group 5.3.8 Receptive lexical development: Spanish group 5.4 Comparing linguistic development in the Spanish and French groups Chapter 6: Social networks and social relationships during the sojourn 6.1 Introduction 6.2 Social networking: the quantitative findings 6.2.1 Size of sojourners’ social networks 6.2.2 Strength of network ties 6.2.3 Intensity of social networks: the ""Top Five"" 6.2.4 Two social networking indices 6.3 Making and sustaining social relationships during the sojourn 6.3.1 Presojourn hopes 6.3.2 Potential for early social contacts: the domestic and leisure domains 6.3.3 Friendships with international peers 6.3.4 Friendships with local peers 6.3.5 Informal social relationships with other age groups 6.3.6 Gender and romantic partnerships 6.3.7 Sustaining relationships with home networks 6.4 Conclusion Chapter 7: Language practices insojourn 7.1 Introduction 7.2 Language engagement: the quantitative survey 7.2.1 French and English use in France 7.2.2 Spanish and English use in Spain 7.2.3 Spanish and English use in Mexico 7.2.4 Other languages used in France, Spain and Mexico 7.3 Qualitative accounts of language practices 7.3.1 Introduction: structure and agency in language choice 7.3.2 Negotiating the use of French and Spanish 7.3.3 Using English 7.3.4 Using other languages 7.4 Conclusion Chapter 8: L2 identity and the ideal L2 self 8.1 Introduction: the foundations of L2 identity 8.2 Traditional demographic factors: gender, nationality, culture and social class 8.2.1 Gender 8.2.2 Nationality and culture 8.2.3 Social class and ethnicity 8.2.4 Traditional demographic factors: conclusion 8.3 The sojourner identity 8.3.1 The temporary sojourner 8.3.2 The student identity downshifted 8.3.3 Coming of age 8.4 The L2 self 8.4.1 Identity-related L2 proficiency 8.4.2 An interim ideal L2 self 8.5 The return to study 8.5.1 Foregrounding of student identity 8.5.2 Transnational futures 8.6 Conclusion Chapter 9: The L2 impact of the sojourn experience 9.1 Introduction 9.2 Relations among social networking, language engagement and L2 development: the quantitative evidence 9.2.1 Relations between SNI, LEQ and L2 performance measures 9.3 Examining learning gains 9.3.1 Defining learning gain scores 9.3.2 Relations between SNI, LEQ and learning gain scores 9.4 Explaining learning gains: a case study approach 9.4.1 Identifying the fastest-progressing sojourners 9.4.2 Case studies of ""high gain"" sojourners 9.5 Discussion and conclusion 9.5.1 Overview of ""high gain"" sojourners 9.5.2 The L2 challenges of network intensity Chapter 10: Advising and supporting Anglophone sojourners: key issues References"

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Rosamond Mitchell is Emeritus Professor of Applied Linguistics in the Department of Modern Languages at the University of Southampton. Nicole Tracy-Ventura is Assistant Professor of Applied Linguistics in the Department of World Languages at the University of South Florida. Kevin McManus is a British Academy Postdoctoral Fellow in the Centre for Language Learning Research at the University of York.

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